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v. 15 n. 40 (2024)
Investigación y pedagogía

Investigación y pedagogía

Feedback na Educação Superior do Século XXI

https://doi.org/10.19053/uptc.22160159.v15.n40.2024.17823

Publicado 2024-07-02

  • Gustavo Cárdenas
    • ,
  • Fabio Giraldo
    • ,
  • Martha Cecilia Giraldo Montoya
    • ,
  • Armando Zambrano Leal
    • ,
  • Dayaris Jheliksa Ropero Casiano
    • ,
  • Luisa María Sánchez Díaz

Gustavo Cárdenas
Unidad Central del Valle del Cauca

Fabio Giraldo
Unidad Central del Valle del Cauca

Martha Cecilia Giraldo Montoya
Unidad Central del Valle del Cauca

Armando Zambrano Leal
Unidad Central del Valle del Cauca

Dayaris Jheliksa Ropero Casiano
Unidad Central del Valle del Cauca

Luisa María Sánchez Díaz
Unidad Central del Valle del Cauca

Resumo

Este artigo apresenta os resultados de uma pesquisa de análise documental sobre a utilização do feedback no Ensino Superior. A metodologia utilizada para a revisão, sistematização e análise documental foi a “Preferred Reporting Items for Systematic Reviews and Meta-Analyses”. Foram analisados ​​artigos de pesquisa publicados entre 2014 e 2023, extraídos da Scopus. O campo geográfico selecionado para a recolha das publicações foi a Europa, devido à sua extensa investigação sobre feedback, que é relevante para o contexto educativo de países como o nosso. Foram examinadas a perspectiva e os métodos utilizados pelos países europeus para melhorar a aprendizagem dos alunos através do feedback. Entre as principais conclusões estão a avaliação positiva do feedback no ensino superior, a necessidade de promover a formulação e o acompanhamento de planos de aprendizagem nos alunos para estimular o comprometimento com o seu próprio processo de formação e melhorar a sua autopercepção. No entanto, isto requer a formação de professores de diferentes disciplinas em práticas eficazes de avaliação e feedback.

Palavras-chave

autoavaliação, avaliação, feedback, ensino superior, aprendizagem, ensino

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