INTRODUZINDO O CONCEITO DE AVALIAÇÃO POR RUBRICAS POR INTERMÉDIO DE OFICINAS: ANÁLISE DE UMA EXPERIÊNCIA PILOTO
DOI:
https://doi.org/10.21527/2179-1309.2021.113.54-73Keywords:
Avaliação. Desempenho. Rubricas. Formação Inicial.Abstract
This article searches to describe the experience of a workshop aimed at qualifying the assessment of academic performance through the use of rubrics (BROOKHART, 2013; FRANCIS, 2018; HOWELL, 2014), held with students of the Undergraduate Degree in Mathematics of a public university in the interior of Rio Grande do Sul. The relevance of the theme is due to the fact that initial training, in general, dispenses with few opportunities for futures teachers, throughout their undergraduate courses, to reflect and appropriate themselves about the meanings produced by the assessment in the teaching contexts. Thus, the production of alternative and complementary spaces to the regular classroom, such as those promoted through workshops, can contribute to expand the experiences of undergraduates regarding the ability to become more qualified evaluators in the exercise of their immediate roles (as students, through self-assessment or peer co-evaluation) or future (as teachers). The results of the pilot workshop experience point to the need to expand collective opportunities for discussion about assessment practices, as well as to instrumentalize futures teachers with theoretically oriented tools, with a view to procedures linked to the assessment, such as the example of the assessment via the use of rubrics.
Downloads
Published
How to Cite
Issue
Section
License
By publishing in Revista Contexto & Educação, authors agree to the following terms:
All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:
Sharing — to copy and redistribute the material in any medium or format;
Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.
These permissions are irrevocable, provided that the following terms are respected:
Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.
No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.
Notices:
The license does not apply to elements that are in the public domain or covered by legal exceptions.
The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).
The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.
Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.
Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.
License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.
