Experiências de avaliação dialógica pelo olhar dos licenciandos em Letras: línguas adicionais da Unipampa

Abstract

The evaluation processes have undergone some modifications over the years and the students have become increasingly protagonists, indicating paths for the development of an effectively dialogic evaluation. Changes are introduced gradually, with slow steps. Even if in the national scenario, they are incipient, changes are registered in the evaluation processes. Our focus is more based on international research, with authors such as Carless (2011), Carless; Boud (2018), Hill; West (2020), Nicol (2020) and among others. That said, this research seeks to map the perceptions of undergraduate students at the Federal University of Pampa, regarding the advances and challenges perceived in the face of dialogic evaluation experiences during their initial training. We also showed how the processes of literacy in assessment/literacy in feedback are built. Methodologically, it is a qualitative and descriptive case study. As a method of analysis of the acquired data, we used the Iramuteq software, with follow-up in the classic lexicographical analyzes to verify the statistics of the number of text segments (ST); Similitude analysis and word cloud. According to the results found, we verified that the academics reflect that evaluating is a continuous process, that it is not easy, that there must be preparation, as the grade affects the student a lot and that establishing feedback facilitates understanding to improve learning. Briefly, it reiterates the need to establish dialogues and practices of this nature as a central element in the preparation of future teachers; in this way, they become literate in evaluation and feedback. We conclude that this experience diagnosed by 12 undergraduates in interviews via Meet, with analyzes used in Iramutec and experienced in the disciplines, touched students in intrapersonal dimensions and meanings, creating new contexts for the word “evaluation”. They reminded us that, as future teachers, they will always be in a process of reconstruction and adaptation.