Social representations of biology teacher education students from a private educational institution on assessment in virtual learning environments

Abstract

This article presents a master's research study with a mixed-methods approach, combining qualitative and quantitative perspectives, conducted at a private higher education institution. It aims to understand the social representations constructed by undergraduate students enrolled in a distance learning Biological Sciences teacher education program at a university in the state of Minas Gerais, Brazil, regarding assessment in the Virtual Learning Environment (VLE).The theoretical and methodological framework is grounded in the Social Representations Theory. Data were collected through a questionnaire administered to 180 students, with 80 completed responses returned. The instrument included a Free Word Association technique based on the inducing expression “Assessment in the Virtual Learning Environment (VLE),” as well as focus group discussions. For data processing, the EVOC software (Ensemble de Programmes Permettant l’Analyse des Évocations) was used to analyze evoked words. Data analysis was conducted through a triangulation of sources, enabling the integration of findings from the questionnaire, EVOC output, and focus group data. The results indicate that participants’ social representations of assessment in the VLE are anchored in a formative perspective, understood as a process that promotes learning. However, assessment is also perceived as challenging, as it requires consistent engagement in the virtual environment, demanding time and dedication. According to the findings, assessment is conceived as a moment of learning that requires commitment and sustained effort from students throughout the process.