EVALUATIONS: PERCEPTIONS OF STUDENTS AND PROFESSORS OF A MEDICAL COURSE

Abstract

The objective of this study was to understand the perceptions of students and teachers about evaluations as part of the teaching-learning process. This is a qualitative study based on semi-structured interviews with seven students and six teachers. The technique of content analysis was used in the classification of the data and the theoretical-methodological framework of hermeneutic anthropology in the interpretation. It was observed a devaluation of theoretical tests and a preference for instruments of psychomotor and affective domains. An unexpected finding was anxiety related to evaluations, with negative perceptions by students and positive perceptions by teachers. Assessment is a fundamental part of the teaching-learning process and must include the different domains, including the cognitive, to be reliable. Despite the positive perception of the evaluation process, the devaluation of cognitive evaluations and the anxiety associated with the evaluation process are warning points that need to be analyzed in more depth.