Práticas avaliativas em uma disciplina de cálculo diferencial e integral no contexto remoto: aspectos evidenciados

Abstract

Among the diversity of challenges that the remote classes revealed in the educational sphere, we seek in this article to discuss assessment practices implemented in Higher Education over three academic periods in a Differential and Integral Calculus course. Content Analysis was the methodological contribution that allowed the treatment of data obtained from a class of the first term of 2021, aiming to understand which aspects, in the students' view, can be evidenced in the use of different assessment instruments implemented in a discipline developed in the remote context? From subcategories emerging from an exploratory reading of the data, convergences between them were evidenced, which resulted in the construction of categories: positive and negative aspects of the use of different assessment instruments. Discussions about each category show us a certain complementarity of the assessment instruments used in this design and, by giving voice to students, the teacher has the opportunity to reflect on the very act of assessing.