Acurácia da Autoavaliação Discente no Ensino Superior: Um Mapeamento Sistemático da Literatura
DOI:
https://doi.org/10.5753/rbie.2022.2304Palavras-chave:
autoavaliação discente, coeficiente de acurácia, ensino superior, mapeamento sistemático de literaturaResumo
A autoavaliação discente é uma estratégia de avaliação que proporciona benefícios educacionais aos estudantes, como a capacidade de avaliar seu próprio trabalho e a autorregulação de seu aprendizado. O objetivo desta pesquisa é apresentar como a autoavaliação discente vem sendo aplicada no ensino superior por meio de um Mapeamento Sistemático da Literatura (MSL) sobre o tema. Os quarenta e seis trabalhos relevantes mostraram que a autoavaliação normalmente é aplicada junto a outras estratégias, como avaliação em pares e do professor. Ganhos educacionais como melhora no desempenho acadêmico, autocrítica, reflexão e responsabilidade foram observados pela prática da autoavaliação. Ainda, dos 53% dos trabalhos que mencionaram o uso de ferramentas computacionais no emprego da autoavaliação, observou-se que foram necessárias duas ferramentas, uma para aplicação da autoavaliação e outra para análise de dados. Já em relação à acurácia, não foi percebido um consenso por parte dos autores, sendo que 26% mencionam utilizar o coeficiente de correlação de Pearson, que não atende a todos os cenários possíveis na comparação de estratégias como a autoavaliação e avaliação do professor. Um coeficiente que permite mensurar a acurácia da autoavaliação discente é sugerido nesta pesquisa, haja vista que a dificuldade em mensurar acurácia foi uma lacuna observada.
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