Análise de um processo avaliativo alinhado a um ambiente de ensino e de aprendizagem de cálculo pautado em episódios de resolução de tarefas

Abstract

This dissertation analyzes a proposal for an evaluation process aligned with a Teaching and Learning Environment based on Task Resolution Episodes. The research was developed in the Differential and Integral Calculus (DIC) discipline in Higher Education, under real teaching conditions, in a regular Production Engineering course class at the Federal Technological University of Paraná (UTFPR), Londrina campus. The general objective of the research was to analyze an evaluation process that is aligned with the work proposal with episodes of task resolution in DIC classes, articulating an evaluation that provides opportunities for learning and a summative assessment. Thus, the research questions are: To what extent has the organization of the differentiated teaching process enabled an articulation between an assessment that provides opportunities for learning and a summative evaluation? And what learning opportunities are recognized by students when they experience this evaluation process? During the 2nd semester of 2019, 8 formal evaluation moments were foreseen, in addition to the organization of a portfolio throughout the semester, with diversified configurations, such as individual part, part in pairs or trios; with consultation or without consultation and with or without computer use. For analysis purposes, excerpts from written production and excerpts from dialogues between students in some of these instruments were taken. From the analysis performed, it is inferred that, at various times, this articulation was possible due to the nature of the elaborated instruments. In summary, in the evaluation process, characteristics were recognized, such as: presenting an educational/didactic nature; be an active part of the curriculum; contain several assessment tools; provide communication between teacher and student, student and teacher and student and student, and as a consequence, enable students to regulate their learning. As it is a master's degree in the professional scope, we make available as a result of our research proposal a material to share with teachers and the general public possibilities of "thinking outside the box" within the scope of assessment in the DIC discipline, favoring a change in mentality and "the way of doing it".