Assessment process in the technical education: how teenager’s students show their emotions in challenging situations

Abstract

This article aims to analyze how students' emotions appear in challenging pedagogical situations, more specific periods of evaluations in regular face-to-face classes. The research is characterized as qualitative phenomenological. The data were collected through a semi-structured questionnaire, analyzed according to the Discursive Textual Analysis methodology. The context in which the investigation was carried out is the integrated technical education of a campus of the Federal Farroupilha Institute, a technical education institution in the south of Brazil. The analysis of the data collected showed that in assessment situations, negative emotions such as anxiety, fear, and insecurity predominate. On the other hand, negative emotions may vary, depending on the assessment instrument used, but they are predominantly associated with the evidence. The analysis showed that it is necessary to look for alternatives to minimize the effects of negative emotions on the teaching-learning process, especially about the evaluation process, and to find ways to improve these practices so that they contribute to learning with more quality.