Banca de DEFESA: FLAVIA MARIA DE ALBUQUERQUE SILVA ARAUJO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FLAVIA MARIA DE ALBUQUERQUE SILVA ARAUJO
DATE: 26/01/2024
TIME: 09:00
LOCAL: Online
TITLE:

EVALUATION AND FEEDBACK IN THE DENTISTRY COURSE OF A HIGHER EDUCATION INSTITUTION: DOCUMENTARY RESEARCH

KEY WORDS:

 

EVALUATION; LEARNING; FEEDBACK; DENTISTRY; DOCUMENT RESEARCH.

PAGES: 117
BIG AREA: Ciências da Saúde
AREA: Odontologia
SUMMARY:

Learning assessment is seen in different ways, depending on the teaching model considered. In the traditional perspective, there is a predominance of the summative, classificatory aspect. From the constructivist perspective, it is an uninterrupted diagnosis, which occurs throughout the teaching-learning process and provides changes in it, being considered, therefore, a dynamic process. During graduation in the Dentistry course at the Federal University of Alagoas, this author identified a great appreciation of the quantitative (summative) aspect. But does this perspective hold today? Is the method used aimed at ensuring full learning? Is there evaluative feedback? In an attempt to better understand this process, it is necessary to question how the evaluation and feedback process occurs, in this graduation, based on the curricular matrix and Course Plans of the disciplines. Therefore, this research aimed to know the perspective of evaluation present in the Course Pedagogical Project (PPC) of the Dentistry Course, as well as the evaluation methods used in the undergraduate disciplines, through the analysis of their Course Plans. With this analysis, we sought to identify the learning assessment process contained in the curricular matrix of the Dentistry course, to investigate the presence of evaluative feedback, to verify the most used types of evaluation, to describe the most frequent evaluation instruments and to observe the alignment of the evaluation with the learning objectives of the specific disciplines. When analyzing the teaching objectives, a course more focused on practice was identified, with a great diversity of active methodologies, concentrated in some disciplines. Regarding the evaluative instruments, there is a greater emphasis on evaluating “showing how to do it” and “doing it”. In addition, it was found that most Course Plans refer to a continuous, procedural assessment. As for feedback, self-evaluation and subject evaluation, forty-two Course Plans did not show evidence of any of these categories.

COMMITTEE MEMBERS:
Presidente - 1120983 - MARIA VIVIANE LISBOA DE VASCONCELOS
Interno(a) - ***.324.328-** - CARLOS HENRIQUE FALCAO TAVARES - UFAL
Externo(a) ao Programa - 3461811 - IZABEL MAIA NOVAES - UFAL