Learning evaluation – conceptions and practices followed by mathematics teachers
Main Article Content
Vol. Extr., núm. 10 (2015) - XIII CIG-PP, XIII Congreso Internacional G-P de Psicopedagogía. Área 10: MODELOS Y PRÁCTICAS DE EVALUACIÓN, pages 086-090
Submitted: May 19, 2015
Accepted: Aug 16, 2015
Published: Nov 28, 2015
Abstract
This work seeks to identify and analyze conceptions and learning evaluation practices of two STP mathematics teachers in higher education, highlighting some factors that influence these conceptions and practices. The study follows a qualitative methodological approach using two case studies. The triangulation of data, collected through questionnaires, interviews and analysis of evaluation materials, reveals that teachers reflect, in their speeches, conceptions associated with evaluation for learning, as their practices are closer to an evaluation of learning, reinforcing its classification function.
Keywords:
evaluation for learning, conceptions, higher education, evaluation practices, mathematics teacher avaliação para a aprendizagem, conceções, ensino superior, práticas de avaliação, professor de matemática
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