The challenges faced by teachers in the evaluation process in higher education
DOI:
https://doi.org/10.5902/2318133832750Abstract
In recent years, the Brazilian higher education system has undergone significant transformations, such as normative, value and other changes related to the expansion, diversification of types of institutions, types of courses and the social function of teaching. These transformations, along with those of contemporary society, have greatly influenced the future of these institutions, which are increasingly forced to rethink their functions and offer an education that corresponds to the expectations of the State and of society in terms of quality education. To these aspects, there is added the evaluation practice, which has been presented as one of the critical points of the educational process, due to its complexity and repercussion in the education of students. In this perspective, the objective of this study is to analyze, based on a bibliographical review, some aspects related to the subject of the evaluation of learning and, from the counterpoint between the diverse tendencies and theories that deal with the subject, to demonstrate the necessity of changes in the practices evaluations carried out in Brazilian higher education institutions towards a formative, qualitative and democratic evaluation that effectively contributes to the intellectual growth of the professionals to be trained.
Key-words: higher education; evaluation; teaching practice.
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References
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