Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Pricinote, Sílvia Cristina Marques Nunes
 |
| Orientador(a): |
Pereira, Edna Regina Silva
|
| Banca de defesa: |
Pereira, Edna Regina Silva,
Costa, Nilce Maria da Silva Campos,
Moreira, Maria Auxiliadora Carmo |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Saúde (FM)
|
| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/3628
|
Resumo: |
In education, feedback can be defined by information provided by an agent that can be a teacher, a mate, a book, oneself or an experience about certain aspects of the student's performance or knowledge. Feedback creates awareness of learning, for it emphasizes deviations among the desired goals and the actual results, encourages changes and indicates the appropriate behavior, promoting individual's motivation to repeat the correct action. The aim of this research was to analyze the student’s perception of the meaning of feedback in formative assessment, and, therefore, know how it is delivered. This is a qualitative research. Data were collected via focus groups with fourth year or eighth term students at three medical schools in the state of Goiás. Thematic analysis revealed eight major themes: understanding of feedback by the students, frequency of the received feedback, impact of feedback in the teaching and learning process, the perception of the feedback received, characteristics of received feedback, factors related to the occurrence of feedback, characteristics of the teacher to provide feedback and characteristics of the student to receive feedback. We realize that the students, in spite of their difficulty to conceptualize, can understand partially what feedback means, because there is no concept of internal feedback. On the other hand, they can recognize the importance of feedback for their learning process and they are receptive to effective feedback. However, they are unhappy with the low frequency and the lack of regulation of this tool. It is observed that the practice of feedback needs to be improved in the teaching and learning environment of the students, regardless of the institution or curriculum. Teachers should be stimulated to give feedback, as well the students should be stimulated to seek it, so that it is regular and continuous practice in educational environments. |
