Assessment co-creation mediated by technology and its relation to university students' agency and self-regulation: The professors' perspective

Jennifer Saray Santana Martel; Adolfina Pérez Garcías

doi:10.21814/rpe.32964

Autores

Jennifer Saray Santana Martel Universidad de Las Islas Baleares https://orcid.org/0000-0001-7440-3927
Adolfina Pérez Garcías Balearic Islands Univeristy, Spain https://orcid.org/0000-0002-1863-375X

DOI:

https://doi.org/10.21814/rpe.32964

Palavras-chave:

Co-criação, Avaliação, Autorregulação, Agência, Ensino Superior

Resumo

A co-criação da avaliação está emergindo progressivamente na co-conceção de práticas de co-desenho em ambientes de aprendizagem melhorados pela tecnologia no ensino superior. Assim, o objetivo deste estudo é analisar se estas práticas estão relacionadas com a autorregulação e a agência dos estudantes. Por conseguinte, realizou-se um estudo qualitativo de casos múltiplos com uma perspetiva fenomenológica. Para obter os dados, foram entrevistados seis professores (quatro do sexo feminino e dois do sexo masculino), seguindo uma abordagem semi-estruturada, a fim de obter as suas percepções sobre a sua experiência no processo de co-criação da avaliação e seus pontos de vista sobre a relação deste processo com a autorregulação e a agência dos estudantes. Para analisar os dados, foi adotado um método de codificação dedutivo utilizando a ferramenta de análise de dados Atlas.ti. Os resultados mostram que existem vários relacionamentos entre a co-criação da avaliação mediada pelas tecnologias e a autorregulação e agência dos estudantes desde o ponto de vista dos professores. Os entrevistados consideraram que a co-criação da avaliação ativou as capacidades de agência e de autorregulação dos estudantes. A partir dos resultados, conclui-se que, na perpetiva dos participantes, a co-criação da avaliação pode melhorar a autorregulação dos estudantes em todas as fases, mas, particularmente, na fase de antecipação. No mesmo jeito, a agência dos alunos parece ser reforçada pelo processo de co-desenho, destacando o efeito na dimensão individual. Por conseguinte, e em relação às áreas mais desenvolvidas da autorregulação e da agência dos alunos, a motivação parece aumentar durante a co-criação.

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