Learning assessment and Feedback: an investigative experience in a remote classroom

Abstract

In this manuscript, we report an exploratory study built in the context of an institutional program for initial teacher training at Universidade Federal Fluminense. Considering the context of the Covid-19 pandemic, in which schooling was made possible by the contingency of remote learning, we performed a didactic sequence performed in 4 moments (3 synchronous and 1 asynchronous), which explored the concepts of area and perimeter with 25 students from the 6th year of elementary school. The study methodology was based on the qualitative perspective of exploratory studies in which we aimed to investigate the effects of feedback on student learning. We base the theoretical perspective of the investigation according to the conceptions of formative assessment discussed in the current and established literature in the field. In the analysis of the answers found, we realized that the formative feedback inserted in the presented evaluations worked to establish a positive dialogue between teachers and students, it collaborated to deconstruct the outdated idea of "error" as a subjective factor inherent to students in the learning process and it elevated the self-esteem of students who thought they were incapable of mathematical subjects.