THE CONSTRUCTION OF EVALUATION PRACTICE IN HIGHER EDUCATION

Abstract

Current analysis is the result of an investigation on the elaboration of assessment practices considered appropriate, positive and/or encouraging in the learning process. Teachers who carried out such practices answered semi-structured interviews, which were recorded and transcribed, for qualitative analysis. Research’s main goal was to understand the teachers’ assessment practices so that the factors used for the construction in their life history and in the theoretical and personal models that inspired them could be identified. Results show that learning assessment is a process based on continuous training process which leads the teacher to learn more about the assessment of learning. The latter is a consequence of learning more on better quality teaching. Further, the learning process of the assessment practices also occurs through an evaluation experience.