Perceptions about the evaluation process during remote and hybrid teaching: a study with chemistry teachers

Abstract

We investigate in this article aspects related to the evaluation process pointed out by high school chemistry teachers in some schools in southwestern Paraná during the pandemic, in order to understand how the evaluations were developed during this period and how they were problematized and planned in the scope of Remote and Hybrid Education. The methodology of this research is based on a qualitative approach with the realization of semi-structured interviews that were analyzed through Discursive Textual Analysis. We identified from the analysis that observation and forms were the most used forms of assessment by teachers. In addition, the teachers pointed out difficulties in evaluating in this period because the students did not interact effectively in the classes and activities proposed. These factors point to the intrinsic influence of the education system, in addition to others such as the conditions of access to classes and the proposed evaluations.