LEARNING ASSESSMENT AS a PEDAGOGICAL MEDIATION IN CONCEPTUAL EDUCATION OF UNIVERSITY STUDENTS

Abstract

This study aimed to analyze how an assessment practice can contribute as a pedagogical mediation in the concept formation of university students in a teacher training course. This is qualitative research, with exploratory-explanatory approach, which focused on conducting a test based on the distributed cognition theory principles. The survey data were obtained from the following instruments: participant observation, document analysis and a questionnaire. The data reveal that the test suited as a pedagogical mediation as it highlighted the following categories: collaborative participation, interaction, intellectual partnership, and artifacts. In addition, it overcame the individualistic and isolated idea to provide more humanized experiences by affording opportunities for exchanges, dialogues, discussion, confrontations, mutual help, and support for cognitive processes regarding concept understanding, while providing teacher conditions to intervene in their students' zone of proximal development.