A avaliação sob o ponto de vista dos estudantes: o uso de desenhos para a análise de concepções de avaliação [Assessment from the students’ point of view: the use of drawings to analyze conceptions of assessment]

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dc.contributor.author Landim, MV en
dc.contributor.author Matos, DAS en
dc.contributor.author Brown, Gavin en
dc.date.accessioned 2016-09-14T06:16:04Z en
dc.date.issued 2015 en
dc.identifier.citation Psicologia, Educação e Cultura 19(2):55-74 2015 en
dc.identifier.issn 0874-2391 en
dc.identifier.uri http://hdl.handle.net/2292/30345 en
dc.description.abstract The objective of this study was to analyze university students' conceptions of assessment, by analysis of their drawings of assessment. The international literature suggests that students have, at least, four conceptions of assessment: 1) improvement; 2) positive emotional impact; 3) irrelevance; and 4) accountability. Students of 16 undergraduate courses (N = 102; 47 men and 55 women; age M = 28.9 years; 50=7.99) from one Bra zilian public university (N= 26) and one private university (N= 76) participated in the study. Image content analysis resulted in classification of the drawings into nine categories: negative emotions, monitored, competitive, formative character, positive emotions, marks, inaccuracy, burden, and assessment definition. Cohen's kappa coefficient of consistency between two independent raters was excellent in all categories. Most students made relatively simple drawings, with one or two prevailing categories, revealing poor mental representations about assessment. The most frequent categories were negative emotions (47) and Inaccuracy {28), which indicate a conception of assessment predominantly as an imprecise practice that generates negative emotions. The third and fourth most frequent categories were: positive emotions (13) and formative character (12). Thus, secondarily, students conceived assessment more positively, related to the formative function to improved learning. A more frequent use of drawings in the educational area is recommended, both for researchers and teachers and school leaders who wish to know their students better. en
dc.language Portuguese en
dc.relation.ispartofseries Psicologia, Educação e Cultura en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title A avaliação sob o ponto de vista dos estudantes: o uso de desenhos para a análise de concepções de avaliação [Assessment from the students’ point of view: the use of drawings to analyze conceptions of assessment] en
dc.type Journal Article en
pubs.issue 2 en
pubs.begin-page 55 en
pubs.volume 19 en
pubs.end-page 74 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 515398 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2016-01-01 en


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