Reflections on the evaluation of remote education learning under the student perspective at the language programs at the public state university of maranhão

This is an empirical and conceptual research that aimed to reflect about the evaluation of learning during the Emergency Remote Education (ERE) under the perspective of students from the Language programs at a public state university of Maranhão, during the semesters of 2020-2 and 2021-1. The study was conducted in a populational sample from two classes of English Language interns. We used the extensive direct documentation technique via online questionnaires. The research was based on works from Hofmann (2002), Luckesi (2003), Pimenta and Ghedin (2002), Vasconcelos (2005), among others. As for student progress concerning their learning and the evaluation practices developed by teachers, we found that, despite ERE compromising the mental health of some participants in this survey, most were satisfied with learning to explore the technological resources and with being evaluated in a more dynamic, diversified, and flexible way. That the teaching-learning process does not fit the traditional model, but evaluative practices lean towards it. In addition, they pointed out the lack of feedback from the evaluation activities, which compromises their best performance and advancement. They suggested that the teacher's self-assessment should also be carried out throughout the evaluation process.