Avaliação da aprendizagem como eixo formativo na licenciatura em química pela perspectiva das seis gerações de avaliação

Abstract

Teacher education plays a crucial role in students’ development and in building a critical society, requiring more than the mere transmission of technical knowledge. In this regard, educational assessment also needs to be revisited, as it is often limited to standardized exams that classify students without considering the complexity of learning. This study, based on the principles of assessment generations, investigates the perceptions and formative process of undergraduate Chemistry Education students regarding the evaluation process. The research follows a qualitative, exploratory approach, with data collection conducted through document analysis, Likert-scale questionnaires, and a pedagogical workshop. Data analysis was carried out using the Content Analysis technique. The results highlight the need for an assessment approach that goes beyond merely measuring student performance, fostering a more reflective and contextualized process. The study identified the presence of elements from the first three generations of assessment in the Pedagogical Course Project (PPC), suggesting a slow yet progressive movement toward more dynamic and critical evaluation practices. The data indicate that pre-service teachers exhibit a shift in their assessment conceptions, transitioning from the 1st to the 4th Generation of Assessment, driven by their academic readings and experiences. However, it was observed that they still have a limited repertoire of strategies to effectively implement this transformation. The use of case studies as a pedagogical tool proved to be a valuable resource, allowing the application of concepts in simulated scenarios that reflect the school environment. It is concluded that discussions on assessment in teacher education are essential to break away from conventional practices and foster the development of new approaches aligned with the demands of contemporary education.