Assessment of learning in higher education: cooperation and innovation

Abstract

This article aims to discuss the learning assessment models adopted by teachers and their impacts on student learning. The findings were extracted from students' reports on the experience lived in the discipline of macroeconomics at a Higher Education Institution - IES located in Curitiba, Paraná, in the first semester of 2021, in a course in the area of Applied Social Science. The evaluation model adopted in the discipline was the elaboration of an e-book, anchored in the perspective of Vygotsky (1987), who defends the principle of interaction and cooperation in the construction of learning. It was based on the content quantitative analysis of Bardin (2016). The results drew attention to collaborative learning, the continuous construction of knowledge, use of active methodologies and flexibility, among others.