INVESTIGATING THE IMPLICATIONS OF INTERACTIVE AND EVALUATING PROCESSES, LEARNING / NON-LEARNING IN YOUTH'S ACADEMIC PERFORMANCE IN HIGHER EDUCATION: A REVIEW

doi.org/10.29327/217514.7.1-29

Abstract

Introduction: The difficulties experienced by undergraduate students in the field of interactions, learnings/non-learnings and assessment during higher education can interfere with their academic performance, and impair or promote their learning outcomes. Objective: Perform an integrative revision of the literature in order to better understand the repercussion of interactive and appraisal processes, learning, and non-learning outcomes on the academic achievement of young people in higher education. Materials and methods: In March 2020, an online search for articles was made on CAPES portal for periodic publications and on Scholar Google. It was identified 4 articles that were in accordance with the criteria set up. Results: It was observed that 50% of the studies showed that the assessment is a contradictory subject, but with variations, objectives and instruments that can help students. 25% of studies point out that lecturers believe in the formative assessment as a fair process to students, while 25% state that the use of technology promotes the learning environment and the relationship established in the environment. Conclusion: Studies show that the academic performance of university students is directly related to well or poor of activities carried out during higher education.