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]

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.