Avaliação da aprendizagem no ensino de química: uma revisão bibliométrica

Abstract

Learning assessment is a central component of the educational process, whose formative function should go beyond mere performance measurement, promoting diagnosis, reflection, and the development of students’ skills (Luckesi, 1996; Hoffmann, 2010; Bacich & Moran, 2018). In Chemistry education, traditionally focused on memorization, adopting more meaningful and student-centered assessment practices is especially relevant, given the shortage of teachers in the field and the need to engage future professionals (SEMESP, 2022). This study conducted a bibliometric review of scientific production on learning assessment in Chemistry from 2021 to 2025, using the Scopus and Web of Science databases, aiming to map trends, gaps, and contributions that support innovative and formative assessment practices. A total of 595 documents from 201 sources were analyzed, highlighting a concentration of publications in the Journal of Chemical Education, the prominence of key authors, and still limited international collaboration. Keyword analysis revealed a shift from theoretical approaches to student-centered methodologies, continuous assessment, and the use of digital technologies, indicating the strengthening of formative and innovative practices. The results confirm the relevance and timeliness of the field, highlighting opportunities to improve pedagogical strategies, promote meaningful learning, and contribute to the formation of qualified professionals and the advancement of research in Chemistry education.