<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722017000100024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação das aprendizagens no ensino superior. Percepções de professores e estudantes nas universidades portuguesas]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación del aprendizaje en la educación superior. Percepciones de profesores y estudianes en las universidades portuguesas]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment of learning in higher education. Perceptions by teachers and students in portuguese universities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreira]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bidarra]]></surname>
<given-names><![CDATA[Graça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Frederico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaz-Rebelo]]></surname>
<given-names><![CDATA[Piedade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alferes]]></surname>
<given-names><![CDATA[Valentim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra Facultad de Psicología y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra Facultad de Psicología y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Coimbra Facultad de Psicología y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade de Coimbra Facultad de Psicología y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>21</numero>
<fpage>24</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722017000100024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722017000100024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722017000100024&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo centra-se na avaliação das aprendizagens, um dos aspectos essenciais do ensino superior, com o objectivo de compreender de que modo professores e estudantes percepcionam as práticas de avaliação e em que medida persistem aquelas que se confinam a uma avaliação predominantemente sumativa baseada na aplicação de testes, sem explorar o seu potencial formativo; ou, pelo contrário, se emergem práticas e métodos de avaliação alternativos. Com base na revisão da literatura especializada procura-se num primeiro momento apresentar os novos desenvolvimentos na avaliação das aprendizagens ao nível do ensino superior, nomeadamente as mudanças introduzidas na sequência da implementação do Processo de Bolonha, que pressupõem uma avaliação mais formativa e uma maior diversidade de instrumentos de avaliação. Num segundo momento, se procederá à análise dos dados do inquérito por questionário aplicado a estudantes (n = 4972) e docentes (n =1013) das Universidades de Coimbra, Évora, Lisboa e Minho, no âmbito do projecto AVENA,1 procurando desta forma, conhecer melhor de que modo professores e estudantes se posicionam relativamente à avaliação das aprendizagens neste nível de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente artículo se enfoca en la evaluación del aprendizaje, uno de los aspectos fundamentales en la educación superior, con el objetivo de comprender la forma en que los profesores y los estudiantes perciben las prácticas de evaluación y en qué medida persisten aquellas que se confinan a una evaluación predominantemente sumativa, basada en la aplicación de exámenes, sin explotar su potencial formativo o, por el contrario, si surgen prácticas y métodos de evaluación alternativos. Con base en la revisión de la literatura especializada, en un primer momento se busca presentar los nuevos desarrollos de la evaluación del aprendizaje en la educación superior, en particular los cambios introducidos después de la implementación del Proceso de Bolonia, lo que presupone una evaluación más formativa y una mayor diversidad de instrumentos de evaluación. En un segundo momento, se procederá al análisis de los datos de una investigación realizada mediante un cuestionario que fue aplicado a estudiantes (n = 4972) y docentes (n = 1013) de las Universidades de Coímbra, Évora, Lisboa y Minho, en el marco del proyecto AVENA, buscando de ese modo saber más sobre la posición que tienen los profesores y los estudiantes en lo que concierne a la evaluación del aprendizaje en ese nivel educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study focuses on the assessment of learning, that is one of the fundamental aspects of higher education, in order to understand the way in which professors and students perceive the evaluation practices and to what extent predominantly summational practices persist based on the application of exams, without leveraging the educational potential or, whether alternative practices and methods of evaluation arise. Based on a review of the specialized literature, this work presents the new developments of learning evaluation in higher education, particularly the changes introduced after the implementation of the Bologne Process, which presumes a more educational assessment and a greater diversity of evaluation tools. At a later stage, we proceed to the analysis of data from a research piece performed by means of a questionnaire applied to students (n = 4972) and teachers (n = 1013) from the Universities of Coímbra, Évora, Lisbon and Minho, in the framework of the AVENA project, in trying to know more about the position of professors and students concerning the evaluation of learning in Higher Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[avaliação das aprendizagens]]></kwd>
<kwd lng="pt"><![CDATA[novos processos e práticas de avaliação]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[nuevos procesos y prácticas de evaluación]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[learning assessment]]></kwd>
<kwd lng="en"><![CDATA[new processes and practices for assessment]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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