Banca de DEFESA: KELIANE DE MELO RAMALHO

GUIDING FACTORS IN PEER ASSESSMENT AND SELF-ASSESSMENT OF STUDENTS IN THE UNDERGRADUATE ACCOUNTING COURSE

Peer review; Self-evaluation; Teaching and learning 

Among the possible paradigms and paths to evaluate teaching and learning are the scope of formative assessments, as an alternative, peer assessment and self-assessment, which are tools that provide students with an understanding of assessment criteria and improvement. in promoting one’s own learning. Thus, this study aims to analyze the guiding factors in the teaching and learning evaluation process in the context of peer assessment and self-assessment in the Accounting Sciences course. The research population corresponds to three classes of the accounting sciences course at the State University of Rio Grande do Norte (UERN). As data collection instruments, a questionnaire adapted from studies by Silva and Leal (2021), Soares (2008) and Nogueira (2014) was used, and semi-structured interviews through focus groups with students and teachers. Data analysis will be carried out using the following software: Stata® 12.0, Excel®, and ATLAS.ti 9®. The means of peer assessments and self-assessment will be tabulated in an Excel® spreadsheet to later carry out the ANOVA test, as well as open coding will be carried out after the interviews, with the purpose of associating categories. Data triangulation will be carried out, through the combination and comparison of findings with the
literature, in the search for new insights that contribute to achieving the learning objectives.