Learning Evaluation in the psychological field at University - a critical overlook

Abstract

Assessing university evaluation entails important pedagogic dimensions, especially regarding ethical and political matters. In this text evaluation proposals in a university context are analyzed through the document analysis of the syllabi and underlying pedagogical assumptions are questioned. By means of a descriptive, cross-sectional, and qualitative study, professors in charge of three courses in the Psychology Area of the Occupational Therapy Program were interviewed, and their instruments for planning and assessment analyzed. The contents resulting from these instances seem to indicate that the exam is a privileged instrument of evaluation to certify allegedly acquired knowledge. Although the discourse and plans prioritize a constructivist and formative perspective ─ and both process evaluation and student autonomy are fostered ─ the assessment instruments continue to adhere to a traditional quantitative perspective focused on results. However, other learning activities do provide opportunities for students to develop adequate metacognitive skills, though they are not considered for the final grade