Disrupting assessment practices: learning in times of pandemic

Abstract

This article shows a teaching and evaluation device called “Collaborative Digital Notebook” (CDC) assembled and used in the curricular space "Contemporary Pedagogical Theories" of the Higher Teaching Degree in Educational Sciences belonging to a provincial jurisdictional institute. The device is made and developed based on the preventive and mandatory social isolation resulting from the COVID 19, during 2020. The study raises questions such as: Is it possible to combine technological, pedagogical, and didactic reflection as new ways of designing teaching processes that enable the development of a different assessment practice? How can we make it possible to know to what extent the knowledge was achieved or incorporated? How can we achieve assessment that supports learning based on good teaching practices? Why do I refer to "good teaching practices" and how can I link them to the idea of "good assessment practices"? According to Litwin (2012), "in good assessment practices, cognitive challenges are not meant for evaluation but are part of the daily life of the classroom; they are attractive to students and have positive consequences for learning" (p. 173). Within this framework, the proposal emerges based on writing and collaborative work as the main format for the circulation of knowledge, through written and collaborative productions that reflect a collective construction of what happens in the virtual educational scene.