Abstract
ABSTRACT Objective: To analyze the teachers’ view on the difficulties and the contribution of the assessment process to an undergraduate program in dentistry at a university in Fortaleza, Ceará Methods: This is a descriptive research with a qualitative approach. Research subjects were undergraduate dentistry professors with teaching experience in such program of five years or more. Data collection was carried out from September to October 2014, through a documentary analysis of, among others, the pedagogical political project and a semi-structured interview. A thematic review was adopted to interpret data Results: The main difficulty in the assessment was quantifying the student’s performance. The influence of the assessment on professional education depends on the understanding of the assessment process and the acquired experience. Teachers recognize the punishing and pushing effect that still remain in such process and requires a major change Conclusion: Teachers should establish assessment criteria guided by their teaching goals, without forgetting the profile of graduates from their institutions. Besides, assessment should encourage learning by coping with unfavorable emotions, restoring confidence and the learning ability. The course should be based on a curricular pedagogical project supported by guiding principles, in order to drive the assessment practice and avoid any seclusion.
Highlights
The meaning attached to the assessment process has changed
It is key to take into account the role of contextual variables in the teaching / learning process, as well as in the assessment process [8]
The study took place in a traditional undergraduate dentistry course at a private university in Fortaleza (CE), which has trained over 1,700 graduates until 2018, dental surgeons
Summary
The meaning attached to the assessment process has changed. Traditionally, assessment serves as an exam, highlighting cognitive aspects, especially memorization; Under this perspective, students should strictly reproduce what they have been taught [1]. Difficulties of students in relation to the acquired knowledge are disregarded, as well as the concern with an appropriate methodology in the teaching and learning process, one that could promote the understanding of learned contents [2]. The assessment process has been used as an instrument to understand the students’ learning stage, in order to support sufficient and satisfactory decisions to make them move forward in their learning processes [3]. It is key to take into account the role of contextual variables in the teaching / learning process, as well as in the assessment process [8]. It will be up to the schools to define an assessment model that will enable them to meet legal requirements, and to play their role as generators, systematizers and socializers of knowledge [9]
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