Participatory Evaluation in Higher Education: Experiences in the Teaching and Learning Processes

Abstract

This article brings a reflection on the Evaluation and a proposal for Participatory Evaluation for Higher  Education. It aims to analyze the impact that this evaluation method had during the teaching and learning  processes of the students of the Common Core Licensure course, in Chemistry, Physics and Biology of  the IFMT campus Confresa, during the classes of the Integrated Project of Educational Practices  discipline III which I work as a teacher. The application of the project was built from the perspective of  socialization, meaning, collaboration and inclusion of actors and knowledge, in the teaching and learning  processes. As a support instrument, a Moodle platform is used that promoted an interaction between the  participants, which facilitates reaching the objectives. The research involved the participation of nineteen  students, and for data collection students answered a questionnaire on the questions, where it was  necessary to assign points according to some pre-defined criteria and provide a justification on the grade  awarded. The results included the involvement of the participants in their own assessment and observation  that self-assessment goes beyond what the teacher can perceive. They will enjoy the freedom imposed by  self-surveillance and commitment to the development of collective tasks.