ASSESSMENTS: PERCEPTIONS OF STUDENTS AND TEACHERS IN A MEDICAL COURSE

Abstract

The aim of this study was to comprehend the perceptions of students and teachers regarding assessments as part of the teaching and learning process. This is a qualitative study based on semi-structured interviews with seven students and six teachers. Content analysis technique was employed for data categorization, and the theoretical-methodological framework of hermeneutic anthropology guided the interpretation. Depreciation of theoretical exams and a preference for instruments related to psychomotor and affective domains were observed. An unexpected finding was the anxiety associated with assessments, with a negative perception from students and a positive one from teachers. Assessment is a fundamental part of the teaching and learning process and should encompass different domains, including the cognitive, to be reliable. Despite the positive perception of the assessment process, the devaluation of cognitive assessments and anxiety linked to the evaluative process are warning signs that need to be further analyzed.