The Dynamism of a Written Test in Phases: a study with students of Differential and Integral Calculus

Abstract In this article, anchored in an assessment of learning as a research practice and learning opportunity, we present a discussion about the "behavior" of the assessment instrument written in phases (stage test) evidenced in a research. The research is of a qualitative nature with an interpretative character, in which the subjects were the teacher and 48 students enrolled in the discipline of Differential and Integral Calculus - CDI of a federal university in Paraná and carried out a written test in 10 phases. In this discussion, we will try to evidence the written test in phases as a teaching, learning, and evaluation resource; Recognizing its dynamic aspect as it presents itself in a new way at each stage; As a medium that favors the teacher and student to communicate in an individualized way, even if the arguments are constructed in the collective (in-class discussions, discussion among students).

摘要：本研究以"将学习作为一种研究实践与学习契机"的评估逻辑为立足点，探讨一项研究中所呈现的分阶段测试（stage test）这一评估工具的运行特征。该研究属于具备解释性取向的质性研究，研究对象为巴拉那州一所联邦大学修读微分与积分微积分（CDI）课程的1名教师与48名学生，全体参与者完成了共10个阶段的书面测试。在本次讨论中，我们将论证分阶段书面测试作为教学、学习与评估资源的价值；同时揭示其动态属性——每一阶段均以全新形态展现；此外，即便论证过程依托集体场景（如课堂讨论、学生间交流），该测试仍可作为媒介助力教师与学生实现个性化沟通。