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In face-to-face, on-line or hybrid education, one of the emerging themes today is learning assessment. It is still used to classify students and not to support the learning process to lead students to overcome their difficulties. In this context, this article presents the results of a research that aimed to evaluate the importance of feedback in the formative assessment described in the praxis of the multidisciplinary team of an on-line postgraduate course in a Brazilian public institution. The research presented here was of a descriptive exploratory nature of the survey type and used the documentary analysis. The data collected used as a source questionnaires and interviews with the multidisciplinary team, as well as a documentary survey and evidence obtained in virtual rooms. The data were analyzed according to Bardin’s (2011) content analysis proposal based on the theoretical foundation described here. In the end, it was found that the multidisciplinary team of the course understands that feedback has an essential role in the formation of students. This was evidenced by the analysis of documentary records and observation of virtual classrooms.

Feedback como parte Integrante da Avaliação Formativa em um Curso de Pós-graduação a Distância: Concepções da Equipe Multidisciplinar