AVALIAÇÃO AMPLIATIVA: UMA CONCEPÇÃO CENTRADA NO ALUNO

Abstract

We present an evaluative conception, called Ampliative Evaluation, to monitor student-centered teaching and learning methods. The proposed evaluation method is the result of doctorate research in the process of being finalized. As an example of applying our proposal, we use the process of producing student mathematics videos. The article, divided into three main blocks, briefly covers Carl Rogers' theory on student-centered teaching and learning; the results of an analysis of the narratives (audiovisual language) used in student mathematics videos; a summary of the evaluative concepts present in José Moran's research (which we used as a theoretical basis for the proposal of our evaluative method) and a step-by-step guide on how to use the proposed method in the activity of producing student videos. Our research, of a qualitative nature, led us to conclude that Ampliative Evaluation, carried out and provided through the intentional and pedagogical use of student videos as a teaching and learning strategy, has the potential to influence the way the student learns and strengthens the bonds between students and between student and teacher.

Keywords: Evaluation; Ampliative Evaluation; Student videos; Student-centered teaching and learning.