<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000200350</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.7.2021.350-358</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desafio do aprimoramento da avaliação em aprendizagem ativa na formação em saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[The Challenge of Improving Evaluation in Active Learning in Health Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemes]]></surname>
<given-names><![CDATA[Monike Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[Elza de Fátima Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[Maria José Sanches]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lazarini]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ghezzi]]></surname>
<given-names><![CDATA[Joyce Fernanda Soares Albino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Rodolfo de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Marília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Medicina de Marília  Departamento de Enfermagem]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>7</volume>
<fpage>350</fpage>
<lpage>358</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000200350&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000200350&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000200350&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Introdução: é esperado que, na aprendizagem ativa, a avaliação seja uma ferramenta modulatória do processo de desenvolvimento do estudante, mas, comumente, essa é uma prática angustiante para docentes e estudantes. Objetivo: identificar sugestões de aprimoramento da prática avaliativa em aprendizagem ativa na graduação em saúde; Métodos: estudo qualitativo, realizado por meio de entrevistas individuais semiestruturadas, com 25 docentes dos cursos de Enfermagem e Medicina, em uma Instituição de Ensino Superior pública, da região centro oeste do interior paulista. Os dados foram interpretados pela Técnica de Análise de Conteúdo, na modalidade temática, de acordo com as etapas Pré-análise (organização dos dados coletados por meio de sucessivas leituras), Exploração do material (identificação das categorias) e Tratamento dos resultados: inferência e interpretação (esclarecimento dos significados contidos nos dados coletados e articulação entre interpretação dos dados, referencial teórico e objetivos do estudo). Resultados: foram identificadas três categorias de aprimoramento da avaliação na aprendizagem ativa em saúde, sendo: Desenvolvimento docente (formação pedagógica docente, especialmente em avaliação afetiva e melhor preparo para lidar com os aspectos relacionais, afetivos, comunicacionais e de grupo), Adequação dos instrumentos e práticas avaliativas (padronização e implementação de instrumentos avaliativos e adesão por critérios de correção mais objetivos) e Orientação aos estudantes (meios de capacitar os estudantes a respeito das práticas avaliativas e seus objetivos, com destaque para autoavaliação e avaliação dos pares). Considerações finais: nota-se que o aprimoramento da prática avaliativa na aprendizagem ativa é indissociável da capacitação de docentes e estudantes e da adoção de práticas e instrumentos de avaliação padronizados e conhecidos por todos os seus atores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Introduction: It is expected that, in active learning, assessment will be a modulatory tool in the student's development process, but, commonly, this is an agonizing practice for teachers and students. Goals: to identify suggestions for improving evaluative practice in active learning in undergraduate health; Methods: qualitative study, carried out through semi-structured individual interviews, with 25 professors from the Nursing and Medicine courses, in a public Higher Education Institution, in the central west region of the interior of São Paulo. The data were interpreted by the Content Analysis Technique, in the thematic modality, according to the stages Pre-analysis (organization of the data collected through successive readings), Exploration of the material (identification of the categories) and Treatment of the results: inference and interpretation (clarification of the meanings contained in the data collected and articulation between data interpretation, theoretical framework and study objectives). Results: identified three categories for improving evaluation in active health learning, being: Teacher development (pedagogical teacher training, especially in affective evaluation and better preparation to deal with relational, affective, communicational and group aspects), Adequacy of instruments and evaluation practices (standardization and implementation of evaluation instruments and adherence to more objective correction criteria) and Student orientation (means of training students about evaluation practices and their objectives, with emphasis on self-evaluation and peer evaluation). Final considerations: it is noted that the improvement of evaluative practice in active learning is inseparable from the training of teachers and students and the adoption of standardized assessment practices and instruments known to all its actors.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional.]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bardin]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de Conteúdo]]></source>
<year>2011</year>
<edition>5ª</edition>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Edições 70]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The invisible problem? Improving students&#8217; mental health]]></article-title>
<source><![CDATA[Oxford: Higher Education Policy Institute]]></source>
<year>2016</year>
<volume>88</volume>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carneiro]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Feitosa]]></surname>
<given-names><![CDATA[E. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[R. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Brilhante]]></surname>
<given-names><![CDATA[A. V. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O profissionalismo e suas formas de avaliação em estudantes de Medicina: uma revisão integrativa]]></article-title>
<source><![CDATA[Interface - Comunicação, Saúde, Educação]]></source>
<year>2020</year>
<volume>24</volume>
<numero>e190126</numero>
<issue>e190126</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<collab>Faculdade de Medicina de Marília</collab>
<article-title xml:lang=""><![CDATA[Caderno de avaliação: cursos de Medicina e Enfermagem]]></article-title>
<source><![CDATA[Faculdade de Medicina de Marília]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Marília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<collab>Faculdade de Medicina de Marília</collab>
<source><![CDATA[Necessidades de Saúde 2 e Prática Profissional 2- 2ª série dos cursos de Medicina e Enfermagem]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Marília ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Medicina de Marília]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lemes]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[M. J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lazarini]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bocchi]]></surname>
<given-names><![CDATA[S. C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ghezzi]]></surname>
<given-names><![CDATA[J. F. S. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[E. F. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação em aprendizagem ativa: representações sociais dos estudantes de enfermagem]]></article-title>
<source><![CDATA[New Trends in Qualitative Research]]></source>
<year>2020</year>
<volume>2</volume>
<page-range>549-63</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lemes]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[M. J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lazarini]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Peres]]></surname>
<given-names><![CDATA[C. R. F. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[E. F. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação em metodologias de aprendizagem ativa: percepção docente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[S. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[D. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Atas do 8º Congresso Ibero-Americano em Investigação Qualitativa]]></source>
<year>2019</year>
<page-range>458-67</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lucey]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hauer]]></surname>
<given-names><![CDATA[K. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Boatright]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernandez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medical Education's Wicked Problem: Achieving Equity in Assessment for Medical Learners]]></article-title>
<source><![CDATA[Academic Medicine]]></source>
<year>2020</year>
<volume>95</volume>
<page-range>S98-S108</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Falbo Neto]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[F. A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Características do Tutor Efetivo em ABP - Uma Revisão de Literatura]]></article-title>
<source><![CDATA[Revista Brasileira de Educação Médica]]></source>
<year>2019</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105-14</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Minayo]]></surname>
<given-names><![CDATA[M. C. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Amostragem e saturação em pesquisa qualitativa: consensos e controvérsias.]]></article-title>
<source><![CDATA[Revista Pesquisa Qualitativa]]></source>
<year>2017</year>
<volume>5</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Minayo]]></surname>
<given-names><![CDATA[M. C. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fundamentos teóricos das técnicas de investigação qualitativa]]></article-title>
<source><![CDATA[Revista Lusófona de Educação]]></source>
<year>2018</year>
<volume>40</volume>
<numero>40</numero>
<issue>40</issue>
<page-range>139-53</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[L. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[C. I. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[G. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação do processo de feedback para o ensino da prática de enfermagem]]></article-title>
<source><![CDATA[Revista Brasileira de Enfermagem]]></source>
<year>2019</year>
<volume>72</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>663-70</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oliveira-Barreto]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Guedes-Granzotti]]></surname>
<given-names><![CDATA[R. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Domenis]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Pellicani]]></surname>
<given-names><![CDATA[A. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Dornelas]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[César]]></surname>
<given-names><![CDATA[C. P. H. A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Métodos de avaliação discente em um curso de graduação baseado em metodologias ativas.]]></article-title>
<source><![CDATA[Revista Ibero-Americana de Estudos em Educação]]></source>
<year>2017</year>
<volume>12</volume>
<numero>02</numero>
<issue>02</issue>
<page-range>1005-19</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quintanilha]]></surname>
<given-names><![CDATA[L. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[C. S. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[B. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação e envolvimento pedagógico entre docentes do ensino superior em saúde: uma análise dos cursos médicos]]></article-title>
<source><![CDATA[Revista Internacional de Educação Superior]]></source>
<year>2020</year>
<volume>7</volume>
<numero>e021026</numero>
<issue>e021026</issue>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<collab>Resolução n. 510, de 7 de abril de 2016</collab>
<article-title xml:lang=""><![CDATA[Sobre a Ética na Pesquisa na área de Ciências Humanas e Sociais]]></article-title>
<source><![CDATA[Diário Oficial da União]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roberts]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Jorm]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gentilcore]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Crossley]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Peer assessment of professional behaviours in problem-based learning groups]]></article-title>
<source><![CDATA[Medical Education]]></source>
<year>2017</year>
<volume>51</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>390-400</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação educacional: concepções e embates teóricos]]></article-title>
<source><![CDATA[Estudos em Avaliação Educacional]]></source>
<year>2018</year>
<volume>29</volume>
<numero>71</numero>
<issue>71</issue>
<page-range>350-85</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[J. O. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pereira Junior]]></surname>
<given-names><![CDATA[G. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[I. C. M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Picharski]]></surname>
<given-names><![CDATA[G. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Zagonel]]></surname>
<given-names><![CDATA[I. P. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Engajamento entre Estudantes do Ensino Superior nas Ciências da Saúde (Validação do Questionário Ultrecht Work Engagement Scale (UWES-S) com Estudantes do Ensino Superior nas Ciências da Saúde)]]></article-title>
<source><![CDATA[Revista Brasileira de Educação Médica]]></source>
<year>2018</year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>15-25</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[N. C. A. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Passalacqua]]></surname>
<given-names><![CDATA[F. G. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O processo de construção da profissionalidade docente: aspectos concernentes à formação inicial]]></article-title>
<source><![CDATA[Revista Internacional De Educação Superior]]></source>
<year>2019</year>
<volume>5</volume>
<numero>e019018</numero>
<issue>e019018</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tong]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sainsbury]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Craig]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critérios consolidados para relatar pesquisas qualitativas (COREQ): uma lista de verificação de 32 itens para entrevistas e grupos de foco]]></article-title>
<source><![CDATA[International journal for quality in health care]]></source>
<year>2007</year>
<volume>19</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>349-57</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vito]]></surname>
<given-names><![CDATA[D. Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Szezerbatz]]></surname>
<given-names><![CDATA[R. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A avaliação no ensino superior: a importância da diversificação dos instrumentos no processo avaliativo]]></article-title>
<source><![CDATA[Educere - Revista da Educação da UNIPAR]]></source>
<year>2017</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>221-36</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmermann]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[R. M. C. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[R. Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O Professor e a arte de avaliar no ensino médico de uma universidade no Brasil]]></article-title>
<source><![CDATA[Revista Brasileira de Educação Médica]]></source>
<year>2019</year>
<volume>43</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>5-15</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
