Avaliação formativa em educação online

Abstract

The large demand for online education raises the need to search how evaluation practicesregulating occur in this environment. This dissertation investigates if the formative assessment alternative can, in the framework of online education, help to develop academic skills. To this end, we conducted, according to the procedures, action research and as for analysis technique, a qualitative research in education online, where we implemented, together with University students of an online shop, a Didactic Sequence with the academic poster. Data constructed from the various regulatory processes (shared regulation, coregulation and self-regulation) provided by Moodle tools 2.9 (Forums, Wikis, Tasks, Assessment Labs, Research, Lesson, Checklist) made it possible to analyze the route of one of the learners. From the theoretical point of view, the work is based on three pillars: i) the concept of formative assessment, focusing on alternative regulatory processes of teaching/learning, ii) online education and Web 2.0 features, such as collaboration and interaction, iii) the academic poster, with a focus on academic literacy and with an emphasis on its multisemiotic features (verbal and visual dimensions of teaching object). The results indicate that the formative evaluation is possible in online education and can help to develop academic skills. It was also found that formative assessment is not only built by the metacognitive and self-regulatory processes of the individual learner, but also through various interactions and collaborations, that occurred with the dimensions taught and that might be better visualized in the virtual environment, because the writing allows the registry of each interaction.