FORMATIVE EVALUATION IN PROBLEM BASED LEARNING

DESCRIPTION AND RELATIONS IN COLLABORATIVE AND COOPERATIVE TEACHING AND LEARNING

Abstract

This text refers to discussion based on an analysis of the article Formative evaluation in tutorial groups: an analysis based on emotional didactic suitability; in addition to the dialogue established with their authors. The objective is to contribute to expanding the theoretical-practical understanding of formative evaluation and Problem-Based Learning (PBL). The “backdrop” is the position of seeking to overcome the merely instrumental and supposedly neutral treatment of the teaching and learning process, as defended by Critical Didactics field of knowledge. Thus, it is discussed: historical-conceptual and ideological-contextual characterization of formative evaluation and PBL, highlighting the relationship between these “teaching resources”; and care appropriate to scientific research on them. The discussion includes the defense of school practices of formative evaluation and PBL that favor the materialization of collaborative and cooperative teaching and learning processes. This, towards an education and society project committed to human development and social transformation, with a view to democratic, fair and ethical society. In the end, attention is drawn to the challenge in Didactics field of knowledge, contributing for teachers to master the topics in this text, in a profound and coherent way with the mentioned project.