The use of the Padlet as a digital resource for learning assessment in times of pandemics: a brief reflection

Abstract

In the hope of minimizing the damage caused by Covid-19 to pedagogical processes, the padlet is inserted in educational spaces as a digital proposal that helps teachers in evaluating learning and improving teaching for students. Thus, the question is: facing the pandemic, can the use of the padlet contribute to the assessment of student learning in educational processes subsidized by technologies? The hypothesis is that yes, since the padlet can help the teacher to perceive, in the students' performance, if the learning criteria were achieved. The study approach was qualitative with a documental, exploratory, experiential and dialectical design. It counted on two investigation techniques: a) opinion poll of 15 professors of a discipline offered in the Post-graduation of a Higher Education Institution in Alagoas; b) integrative systematic bibliographic review that raised scientific productions in virtual databases between 2020 and 2021, verifying what the literature shows on this theme. The results point out that even with the technological insertion in Education and in the mediation of the apprentices' learning assessment, investigations about the padlet are still scarce. Therefore, it is concluded that more research on the resource is needed, reflecting the perspective of greater use and appropriation of it.