Educational assessment in the Pedagogical Projects of the Physics Degree Courses of a public institution in the state of São Paulo

Abstract

This article presents the results of a study that aimed to analyze the place given to educational assessment, at its three levels (learning assessment, large-scale external assessment, and institutional assessment), in the Pedagogical Projects of the Physics Degree Courses (PPCs) of a public institution in the state of São Paulo. To analyze the eight documents, one from each Physics Degree course at the institution, the content analysis technique was used. It was possible to identify that only two PPCs present curricular components that specifically address assessment and two more that contemplate it in an articulated manner with another area of ​​knowledge. In the others, assessment appears as a topic only in some curricular components. Learning assessment is the level of educational assessment that is most cited, with institutional assessment being the level that receives the least attention. Learning about assessment still appears as a possibility based on practices such as curricular components and internships. The learning assessment processes developed in the courses, as well as the institutional assessment and the use of external assessments, which could also contribute to learning about educational assessment, despite being included in all PPCs, are not described in a way that favors the understanding of the practices carried out in the context of each course