EVALUATION CONCEPTIONS AND PRACTICES IN REMOTE ACTIVITIES FACING COVID'S PANDEMIC SCENARIO 19

Abstract

This work aimed to analyze the conceptions and evaluation practices of the teachers of the Chemistry Degree course at IFPE in remote activities, ways of overcoming and adapting to the return of classes, in the new scenario of the COVID-19 pandemic. The research field was the professors of the Licentiate Degree in Chemistry at the IFPE- Pernambuco Federal Institute of Education, Science and Technology, campus Vitória de Santo Antão. To develop the activity plan, initially, a semi-structured interview was carried out, which contained eleven questions for teachers. This interview was intended to identify the assessment concepts of chemistry teachers. After data collection, the teachers' answers were tabulated, and it was observed that both have a very similar view about how to assess a student. This way of evaluating is linked to the way that the student understands the theoretical concept of a given subject, approached in the classroom, and manages to make a connection between it and the experimentation carried out, with an emphasis on awakening critical thinking. A categorization based on the four generations of evaluation was also carried out, according to Guba and Lincoln (1989). Thus, even from the perspective of teachers, students play an extremely important role in the teaching and learning process and assessment is a vehicle to achieve this goal. These results are in line with previous studies. Thus, the importance of deepening the evaluative issues of experimental teaching in Chemistry is highlighted.