Análise da aplicação de metodologia ativa de avaliação no ensino de biologia em turmas de 2º ano do ensino médio em uma escola de Santarém

Abstract

New educational guidelines in Brazil propose the implementation of active teaching and assessment methodologies in basic education, replacing traditional approaches. In this context, the present study aims to analyze the effectiveness of applying an active assessment methodology using quizzes on health and well-being topics in Biology classes for second-year high school students at a public school in Santarém, Pará. Specifically, the study seeks to investigate the impact of this assessment method on students' interest and participation, evaluate student performance, compare the effectiveness of two types of assessments—printed objective tests and digital interactive quizzes (such as those on Kahoot)—and reflect on the challenges and possibilities of implementing this approach in high school education. Our findings showed that the use of active assessment methods does not necessarily lead to better learning performance or higher accuracy in answering questions, as other factors may influence quiz-based student learning outcomes. Factors such as limited time, lack of training, and inexperience in quiz application may affect effectiveness. However, students appeared more engaged and motivated to participate in the activity. We conclude that this research, even within the scope of a supervised teaching practicum, demonstrated that using active assessment tools—such as quizzes—for sensitive content like STIs can be an effective strategy to motivate and engage students, as it was better received than traditional tests. Nevertheless, the use of such tools alone does not guarantee learning gains, as lower accuracy rates were observed among students who took the quiz, possibly due to time constraints being a major influencing factor.