Evaluation practices in the Pedagogy course and their contributions to the student’s creativity

Abstract

The study aimed at investigating the perception of teachers and students of the Pedagogy Course for Teachers in Duty concerning the evaluation practices adopted by teachers and their contribution to the development and expression of students’ creativity. Twenty-four teachers and 117 students participated in the study, answering a questionnaire with two open questions. The results indicated that activity guided toward practice and presentation of works were the most frequently evaluation practices used by teachers. In addition, both teachers and students agreed that the evaluation practices used by teachers favored the development and expression of the students’ creativity. Few differences were observed among the two groups in respect to the aspects investigated. Keywords: Creativity; evaluation practices; higher education.