Abstract:

This paper aims to present the results of a research carried out within the scope of a mid-level technical vocational course offered in a distance learning modality in a Brazilian professional education Institution. The objective was the analysis of the model and the learning assessment strategies implemented in technical vocational courses, considering curricula organized by competences and offered in distance learning. The theoretical framework on which the present research is based refers to the culture of competence assessment, the guiding principles of alternative digital assessment and the dimensions and criteria by the PrACT Model (Practicality, Authenticity, Consistency and Transparency). For this purpose, a qualitative research methodology was adopted, in a case study approach, having been targeted by a class of a “Business Management Technical course”. Data collection tools, such as interviews with teachers and pedagogical coordinator of the referred course, non-participant observation in the virtual learning environment and document analysis were applied (Political and Pedagogical Project, Course Plan, Manual of Pedagogical Procedures and the Work Plan for Teachers). The global results of this research present an overview of the assessment process used, considering the four dimensions of the theoretical model adopted, making it possible to verify a close relationship between the assessment process of the course and the new assessment culture, in particular the alternative digital assessment. This paper focuses on the analysis of one of these dimensions - transparency - this being the dimension that we believe to have the greatest impact in a democratic evaluation process, capable of promoting a greater engagement of students in the regulation of their learning. A scale of adherence of the evaluation to the transparency parameters defined by the PrACT Model is presented. We verify several aspects that reveal the ability to promote a more transparent evaluation, such as the wide dissemination of information about the evaluation indicators, the co-participation of students in the definition of evaluation criteria and rubrics, the inclusion of peer assessment and self-assessment, among others. The results obtained reinforce the importance of implementing the various parameters related to transparency in the assessment processes, enhancing the effective development of skills in courses strongly impacted by the use of information and communication technologies. A list of recommendations to the Institution is also presented, in order to make its assessment process more transparent.

Keywords:

e-learning, Alternative Digital Assessment, PrACT model, Assessment of Competences, Vocational education.