Concepções de avaliação de alunos universitários: uma revisão da literatura [University students’ conceptions of assessment: A literature review]

Abstract

The goal of this study is to review published studies about the nature of Brazilian university students’ conceptions of assessment, divided into four groups according to which the evaluation: 1) improving teaching and learning; 2) has a positive emotional impact on students; 3) is irrelevant because it is unfair or bad; 4) makes students accountable (accountability). Among the main results are: a wide range of conceptions was identified in the experiences and thoughts of Brazilian university students, including the awareness of student accountability, school accountability, improvement, and irrelevance. The predominant conception seems to be a negative emotional reaction (irrelevance) with respect to student accountability.