Quando os estudantes elaboram uma "cola" a partir de um roteiro: oportunidades de aprendizagem em contexto avaliativo

Abstract

: The purpose of this dissertation is to provide a research report on the usefulness of a “cheating script” related to a written test for the subject of Differential and Integral Calculus. This said script is regarded as an orientation guide, through whose instructions academics elaborated cheat sheets, which, in turn, worked as facilitators during the written test. Thus, based on the Realistic Mathematics Education perspective, this research aims at understanding the nature of the script as a resource of assessment for learning. According to this theoretical approach, Math is acknowledged as a fundamental human activity. Correspondingly, the set goal consists of remaking the original proceedings for the development of knowledge, and leading learners to do the same. The written test along with the cheat sheet were used as an evaluation tool throughout the development of this project. Therefore, learners were granted access to their personal handwritten notes for their guidance. Moreover, the information provided by learners was directed by the initial default script. This qualitative research collected data through means of surveys, written tests with cheat sheets (open-book exams) and interviews, whose participants were academics enrolled on the first semester of a Civil Engineering major, more specifically on the subject of Differential and Integral Calculus. To this end, data analysis was performed in conformity with the Content Analysis. As a result, on account of its similarities to the original guide, the assessment method proved itself to be a valuable asset for learning, besides being a sole evaluation tool. Hence, this project has enlightened further insightful findings, such as the decline in general anxiety, and the development of educational autonomy, since students became responsible for the management of their own learning curve.