Social representations of nursing students on the active learning assessment

Abstract

Objective: to understand the social representations of Nursing students about their assessment in active learning. Method: a qualitative study, based on the Theory of Social Representations, in a public institution in the Midwest of São Paulo, which uses active learning in the teaching process. Twenty students from the second grade of the Nursing course participated, selected by an intentional
sample because they had experienced the evaluation process in the first grade, through semi- -structured interviews, with a guiding question that focused on the student's understanding of the evaluation process. Data analysis was developed through the collective subject discourse, from the methodological figures: Key expressions, central idea, anchorage, and collective subject discourse. Results: the social representations of Nursing students about the evaluation process referred to three central ideas – student profile and communication; teacher profile; evaluative environment. Conclusion: it appears that the evaluation process is continuous, influenced by characteristics and behaviors of students and teachers, requires teacher training and an enabling environment,
which reaffirms the complexity of the assessment practice in active learning, as well as the need for continuous investments aimed at its improvement.