The perception of undergraduates about a formative evaluative process in Chemistry teaching practices
is it possible to assess in a different way?
DOI:
https://doi.org/10.35699/2237-5864.2017.2241Keywords:
Chemistry-teaching, Evaluation in chemistry, Metacognition, Teacher trainingAbstract
It is important to reflect on the evaluation process with undergraduates, since the conception of evaluation as a test is still present, which only aims to verify and classify the students. The objective of this study was to investigate the perceptions of assessment, experiencing a different evaluation process in their view. For this purpose, six students who studied in the discipline of teaching chemistry were invited to participate in this research. A questionnaire was applied and interviews were conducted with some of them. The results indicate that some of them still believe that the evaluation should be student-centered; however, some also point out the regulatory aspect of evaluation, including metacognition and the use of several instruments as positive for better evaluation. From this research, it is suggested to invest in researches on how to evaluate in a better way in chemistry, since there are few studies about it and many are the questions and anxieties about it.
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