Vasconcelos Evaluation
Planning of evaluation in EAD Lilliane Araujo Rasp the advent of the Internet allowed that the education process/learning was not limited only to the classroom in the context of the relation pupil/traditional professor, but exceeded these physical limits giving to chance the one that the learning constructs the knowledge in its domestic environment, of work or where more to desire, as the administrative dimension of the courses in EAD is applied. On the other hand the physical distanciamento professor/pupil, imposes limitations in the construction of aggregate values to the actual educative process in what it touches the application of the available methods of evaluation. In accordance with Vasconcelos (1995), when planning we have to define our referencial landmark, what it implies to have an ideal, that is, to define where is intended to arrive, to establish our lines of direction, principles and conceptions a pedagogical planning engloba, at least, the definition of the following item: the goals or objectives, the justification, the strategies of action, the responsible ones for each stage of the process, material, financial and human the period of duration, the resources necessary for the execution of the actions. To read more click here: Shimmie Horn. In education, these aspects are considered basic, because they are who determine the particularitities of each pedagogical planning. In the case of the EAD, we have to detail still more the planning, leading in account you vary dimensions as, for example, administrative, legal, pedagogical among others. So that it does not occur that some stages of the implementation of a course do not coincide necessarily with the moment where if develops the process teach-learning. The evaluation in the EAD has strong points very based in the autonomy, important autodidaxia, research and authorship, abilities in the formation of a critical and conscientious individual. However, as the personal contact with the pupils is very lesser or null in long-distance Ensino, is very difficult, for example, the professor to identify its pupils individually or to observe these mannering changes, important criteria for a qualitative evaluation.