The evaluation of learning during remote teaching Imposed by the Covid-19 pandemic

Abstract

This article aims to analyze how learning was evaluated in science courses of the Federal Institute of Education, Science and Technology of Rio de Janeiro-IFRJ during emergency remote teaching, imposed as a result of the Covid-19 pandemic. This is a qualitative study that started with a bibliographic review, which presented the panorama of the pandemic and the challenges in the area of ​​education, as well as placed the evaluation in the context of the research. Then, the perception of teachers who work in Physics and Chemistry Licentiate courses at IFRJ on the subject was highlighted. The analysis was carried out from authors such as Freire (2014), Hoffman (2003), Luckesi (2008), Perrenoud (2000), Dantas (2017). The data showed certain advances in relation to the assessment of learning, since historically, science education has based its assessment practices on traditional teaching concepts. The use of differentiated assessment instruments to the detriment of the test, the use of technologies in the teaching and learning process are issues raised in the research that deserve to be discussed to favor the maintenance of such practices in the face-to-face, hybrid or remote context.