Casos para ensino em Administração: um estudo do processo de avaliação de aprendizagem na percepção de docentes e discentes da UFRN e UFPB

Abstract

As long as the teaching cases are being explored and experienced in the classroom, it is necessary to examine all aspects that make up teaching and learning in this environment, such as the assessment of learning. In this perspective, the goal of this research is to understand the evaluation process adopted in the application of the case method for teaching in Administration courses in two Brazilian’s IES. This study has an exploratory character with a qualitative approach, supported by the interpretative stance, based on a multi-case study in two federal institutions of higher education. The data collection instruments consist of conducting semi-structured interviews with 10 teachers and 53 students who have gone through subjects that had the application of the case method for teaching. The technique used for data analysis was content analysis, also supported by the Iramuteq® software. The results showed that teachers and students agree that by using the case method for teaching, the assessment of learning is carried out through the formative method, especially based on the participation of students in groups. This is the first step in the evaluation process in the opinion of the two groups. Most teachers report that they do not have predefined assessment instruments and the observation of student is the most used way among them. In addition, was identified the teachers' concern with learning, based on the monitoring carried out through feedback, either in the middle or at the end of the process, although the students did not perceive this monitoring. As for the actions taken, teachers and students agree on their responses when they state that there is some action taken after the result of the assessment. Most teachers report the importance of students knowing the theory before working on the case for teaching, and students report the lack of communication from teachers to explain the case in the classroom. This makes it difficult for students to get involved with the methodology. The difficulties presented are the compulsory detachment from the research subjects due to COVID-19 and the impossibility of expanding the study to other states of the federation. This work is concluded by understanding, although summative assessment methods are used when teaching cases are applied, that formative assessment is a useful tool in the development of new skills.