A contribuição dos instrumentos avaliativos para a autonomia na educação a distância

Abstract

This work aims to analyze the main evaluation instruments used in Distance Education (DE), investigating how they interfere in pedagogical practice and in the development of student autonomy. For this, a questionnaire was applied with questions for teachers of state schools in a city in the state of Rio de Janeiro who have participated in at least one course in the distance modality in the last five years. Through the analysis of the results it was possible to observe that there is a consensus as to the importance of formative evaluation for the development of the student, although most teachers also recognize the summative evaluation (the one that considers only a final result as valid) as important. It was also observed that most teachers claim to evaluate their students with different instruments than those used in the DE courses considered. It was concluded that self-evaluation as an instrument of fundamental importance for the development of student autonomy is underused in DE. It is necessary to think about the role of self-evaluation as a promoter of the development of DE students.