Diretrizes para melhorar a avaliação do pensamento crítico em atividade física e ciências do esporte em estudantes universitários
DOI:
https://doi.org/10.47197/retos.v52.101302Palavras-chave:
pensamento crítico, avaliação educacional, avaliação de resultados universitários, diretrizes, estudantes universitáriosResumo
O Pensamento Crítico (PC) é considerado uma competência fundamental na educação do século XXI devido aos seus benefícios nas esferas acadêmica, pessoal, profissional e social. Contudo, a avaliação do PC em estudantes universitários enfrenta desafios na conceituação, desenho, ensino e critérios de avaliação, bem como na análise dos dados. Este artigo apresenta diretrizes baseadas em pesquisas para facilitar a promoção e avaliação eficazes da PC no campo da Atividade Física e das Ciências do Esporte. As diretrizes abrangem quatro fases: definição do construto, escolha ou desenho de ferramentas de avaliação, desenho da pesquisa e coleta de dados e interpretação dos resultados. A ênfase é colocada na importância de definir objectivos de avaliação claros, seleccionar ou criar ferramentas de avaliação apropriadas, aplicar a avaliação de forma sistemática, fornecer feedback e monitorizar o processo. Além disso, destaca-se a relevância de integrar a avaliação do PC como parte essencial do processo de ensino e aprendizagem. A implementação destas orientações promoverá uma avaliação mais eficiente e eficaz do CP, promovendo o desenvolvimento de competências críticas nos estudantes universitários e fortalecendo a cultura físico-desportiva em geral. Com a adoção destas recomendações, espera-se elevar a qualidade educativa e potenciar o desenvolvimento integral dos alunos, preparando-os para enfrentar com sucesso os desafios atuais e futuros.
Palavras-chave: Pensamento crítico, avaliação educacional, avaliação de resultados universitários, diretrizes, estudantes universitários.
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