Assessment and Feedback in dental training: an analysis of course plans

Abstract

Learning assessment has traditionally been characterized by a summative, classificatory teaching perspective. Later, with the emergence of constructivism, the student began to play an active and protagonist role, in an essentially formative assessment. However, in higher education there is still resistance to changing assessment methods. This research sought to identify the learning assessment process contained in the curricular matrix of the Dentistry course at a Higher Education Institution, investigate the reference to feedback during the teaching-learning process and verify the most frequent assessment instruments and types of assessment. Documentary research was carried out, with a qualitative approach, through the analysis of the course plans for the 2019.2 and 2020.2 academic semesters and the Dentistry PPC of that institution. When analyzing the results, it was verified the presence of evaluation instruments aimed at evaluating “showing how to do it” and “doing it” and, although most course plans refer to continuous, procedural evaluation, there is still a rooting of traditional evaluation, with a lack of feedback and self assessment.