Assessment in active learning from the perspective of nursing and medical students: qualitative research

Abstract

In the active learning process, it is expected that the evaluation will acquire a modulatory character of the student’s development. Away from the punitive burden, it is expected that this practice will help the student to perceive positive and negative aspects in his performance and, from that, guide future studies and practices. Based on this premise, the present research aimed to understand the experience of Nursing and Medicine students with assessment in active learning. Through a qualitative research, semi-structured individual interviews were conducted with 20 nursing students and 40 medical students, in a public higher education institution, in the interior of the state of São Paulo, Brazil. The Content Analysis Technique was used, in the thematic modality, for data interpretation, which referred to three categories: Different angles and modes of evaluation, Interference of subjectivity and teacher knowledge in the evaluation and Impact of subjectivity and knowledge of the teacher. student in the assessment. Thus, it is noted that adjustments in the assessment can improve its impact on the learning of these students.