FORMATIVE ASSESSMENT IN DISTANCE EDUCATION: ENHANCING LEARNING THROUGH DIARIES

Abstract

Assessment integrates the teaching and learning process and always has room for discussion in educational processes, requiring technical preparation and observation capacity from those involved. According to Perrenoud (2014), assessment for learning is a mediator in the process of curriculum construction and is closely related to the management of learning by the students. Assessment methods occupy a very important space in the pedagogical practices since assessment cannot be an act that expresses only a quantitative and formal concept. In Distance Education (DE), formative assessment also needs to be prioritized and avoid traditional evaluation which is performed through multiple-choice tests with self-correction. The use of diaries in Distance Education maintains the focus on the evaluation process and not only on the product, configuring itself as a permanent orientation of learning, both for the teacher and for the student, who jointly assume reciprocal commitments. This article presents an experiment conducted with diaries on an undergraduate course offered by Universidade Aberta do Brasil (UAB) as a means of formative assessment in Distance Education.

Keywords

• Distance education
• Formative assessment
• Diaries.