Avaliação formativa entre alunos de medicina do quarto ano: relato de experiência

Abstract

PALAVRAS-CHAVE:Estudantes de Medicina. (7,6 ± 0,2 vs. 5,2 ± 0,4; p < 0,001). Nenhuma diferença estatística foi encontrada entre as médias dos escores finais de ambos os métodos (8,3 ± 0.9 vs. 8,5 ± 0,9; p > 0,05). Os alunos preferiram o método alternativo, quando comparado ao tradicional (8,6 ± 0,2 vs. 5,4 ± 0,4; p < 0,001 (7.6 ± 0.2 vs. 5.2 ± 0.4; p < 0.001). No statistical difference was found between the means of the final scores of both methods (8.3 ± 0.9 vs. 8.5 ± 0.9; p > 0.05). The students preferred the alternative method when compared to the traditional one (8.6 ± 0.2 vs. 5.4 ± 0.4; p < 0.001). Conclusion: The formative assessment was more difficult than the traditional one. Nevertheless, the final scores of the medical class for the formative test were not lower than the scores for the traditional test. All students declared to prefer the formative assessment.

Desafios do Feedback na Avaliação Formativa, no Programa Interinstitucional de Interação Ensino-Serviço-Comunidade: Perspectiva de Alunos

“…When that does not occur, the errors made by the evaluator persist, leading to a deficiency in one of the assessment functions. For Savaris 15 , this function is to clarify and assist in the path of learning using concepts such as: correcting, pondering, guiding and establishing goals for the undergraduates' studies.…”

Live methodologies for using in child and teen health nursing discipline

“…To develop Nursing interventions in the entire child's health-disease process Use in the beginning of the course; or somatically, by trying to find the competencies that were acquired by students in the end of the process; and lastly by using the formative evaluation, which is focused on the students' cognitive processes and associated with feedback processes [19].…”