Assessment for learning in professional and technological education: applications in distance education

The article analyzes the conceptions of evaluation present in institutional documents of a Federal Institute (IF), within the scope of educational practices of professional and technological education, establishing a relationship between evaluation in face-to-face modality and distance education (EaD). The documents were analyzed based on the assumptions of qualitative documentary research and content analysis. The results indicate that the documents have different natures, as the Institutional Development Plan ( PDI) presents general concepts regarding evaluation and the Evaluation Guidelines detail concepts, concepts, instruments and evaluation procedures. We infer that the guidelines of the documents are adequate to the nature of each one of them. They make no distinction between face-to-face and distance teaching modalities, and in conceptual terms this option seems adequate to us. Most of the evaluation instruments and procedures present in the Evaluation Guidelines are applicable to the distance learning context, observing the functionalities of the institutionalized virtual learning environment.