INTRODUZINDO O CONCEITO DE AVALIAÇÃO POR RUBRICAS POR INTERMÉDIO DE OFICINAS: ANÁLISE DE UMA EXPERIÊNCIA PILOTO

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.