The purpose of this study is to understand conceptions of students and tutors on formative assessment in the tutorial sessions of a PBL curriculum, identifying difficulties in the development of evaluation practice. Likert questionnaire was administered to 11 tutors and 45 students of seventh period of medical school at State University of Montes Claros and depth interview conducted with all the tutors and 20 students. Respondents perceived the proposed formative assessment in the tutorial session, defining it as procedural, reflective, dialogical, diagnostic, emphasized the possibility of feedback as a motivating factor for determining and addressing the deficiencies and strengthen the perceived potential. Difficulties related to the performance of teachers as a lack of preparation, the performance of students as lack of sincerity, maturity and others arising from the inadequacy of criteria used in evaluating instruments are identified. The results indicate the need for faculty and student development programs and in assessment, as well as greater commitment of institutions using the Problem-Based Learning method in the continuous search and reflective of consistency with the assumptions set by the educational curriculum.
Educational Measurement; Problem-Based Learning; Medical Education; Medical Students
