Abstract:

Although the assessment of learning is one of the main stages of the learning process, it is evident that in teaching upper level there are few studies and analysis on the subject. The evaluation of learning has been the topic of debate among scholars of psychology and education, but little research is being developed especially in Brazil and why appears the lack of consistency both with regard to the theoretical framework, based on which questions have been generated, as with the results of the few studies conducted on the subject. This article is a study on what types of assessment are used in college-level courses at three higher education institutions in the Santos region in the state of Sao Paulo and see which teachers use most often. Participants were 139 teachers from 05 different disciplines and courses of three higher education institutions in particular the Santos region in the state of São Paulo. For data collection was used as a research tool, a questionnaire investigating what types of assessment were often used by teachers. Participation in research was voluntary and the application of the instrument was through e-mail with a link to the form "survey" on the Internet (http://pt.surveymonkey.com). 157's were sent email between 1 October 2012 to 13 October 2012 for teachers in higher education institutions Santos region of the state of São Paulo. Of these 142 teachers responded to the questionnaire, where 139 teachers responded completely and 03 partially answered, these were excluded, the remaining 15 did not respond. The results showed that the type of assessment used by teachers is more participation in the classroom and that this strategy is that teachers deem most appropriate for assessing student performance, followed by individual essay question exams. The study also shows that the type of assessment used is less evidence Essay Group and objective test group. The evidence presented to support the conclusion that assessment is not easy and many aspects need to be considered in the assessment of students, it is also possible to verify that the types of assessment are used in a diversified way. This suggests that further research related to the issues raised throughout this work are carried out to increase knowledge on this important subject. It is suggested that further studies be conducted with a larger number of participants from different institutions for knowledge on the subject can be enlarged.

Keywords:

Assessment of learning, higher education, teaching practice.