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Práticas de avaliação formativa: contributos para a aprendizagem dos alunos
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, derivado da Prática de Ensino Supervisionada.
A avaliação afigura-se como uma dimensão decorrente do ensino e da aprendizagem, constituindo-se como um instrumento que permite a mudança nos sistemas de ensino (Cosme et al., 2020). Assim, tendo por base este pressuposto, os objetivos de investigação recaíram sobre a caracterização das práticas avaliativas da professora titular de turma, onde a prática supervisionada decorreu e a implementação das fases da avaliação formativa, no conteúdo das frações, da área curricular da Matemática.
A metodologia utilizada foi de natureza qualitativa, com recurso a um estudo de caso tendo-se utilizado como instrumentos de recolha de dados a observação, o questionamento, entrevistas semiestruturadas e a implementação das fases da avaliação formativa. Toda a informação recolhida foi registada no Diário de Bordo, em grelhas de observação descritivas, registos fotográficos e áudio.
A investigação foi realizada num estabelecimento de ensino de natureza jurídica privada, numa turma de 3.º ano de escolaridade, com seis crianças do sexo masculino e a docente titular de turma.
A análise dos dados, permitiu aferir que as práticas avaliativas realizadas pela docente titular, aconteciam em momentos específicos, através de fichas de avaliação/verificação de aprendizagens, que eram avaliadas pela docente. Já a implementação das etapas da avaliação formativa potenciaram suporte do professor aos alunos, ao longo do processo de aprendizagem, momentos de auto/heteroavaliação dos alunos e a sua participação ativa, que culminaram no desenvolvimento de inúmeras competências.
This report comes within the scope of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, derived from the Supervised Teaching Practice. Assessment appears as a dimension resulting from teaching and learning, constituting itself as an instrument that allows for change in teaching systems (Cosme et al., 2020). Thus, based on this assumption, the research objectives fell on the characterization of the assessment practices of the head teacher of the class, where the supervised practice took place and the implementation of the phases of formative assessment, in the content of the fractions, of the curricular area of Mathematics. The methodology used was of a qualitative nature, using a case study having been used as instruments of data collection the observation, questioning, semi-structured interviews and the implementation of formative assessment phases. All the information collected was recorded in the Logbook, in descriptive observation grids, photographic and audio records. The investigation was carried out in a private legal teaching establishment, in a 3rd grade class, with six male children and the class teacher. Data analysis made it possible to verify that the assessment practices carried out by the head teacher took place at specific times, through learning assessment/verification sheets, which were evaluated by the teacher. The implementation of the formative assessment stages, on the other hand, boosted the teacher's support to the students, throughout the learning process, moments of self/hetero-assessment of the students and their active participation, which culminated in the development of numerous skills.
This report comes within the scope of the Master in Pre-School Education and Teaching of the 1st Cycle of Basic Education, derived from the Supervised Teaching Practice. Assessment appears as a dimension resulting from teaching and learning, constituting itself as an instrument that allows for change in teaching systems (Cosme et al., 2020). Thus, based on this assumption, the research objectives fell on the characterization of the assessment practices of the head teacher of the class, where the supervised practice took place and the implementation of the phases of formative assessment, in the content of the fractions, of the curricular area of Mathematics. The methodology used was of a qualitative nature, using a case study having been used as instruments of data collection the observation, questioning, semi-structured interviews and the implementation of formative assessment phases. All the information collected was recorded in the Logbook, in descriptive observation grids, photographic and audio records. The investigation was carried out in a private legal teaching establishment, in a 3rd grade class, with six male children and the class teacher. Data analysis made it possible to verify that the assessment practices carried out by the head teacher took place at specific times, through learning assessment/verification sheets, which were evaluated by the teacher. The implementation of the formative assessment stages, on the other hand, boosted the teacher's support to the students, throughout the learning process, moments of self/hetero-assessment of the students and their active participation, which culminated in the development of numerous skills.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituo Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, criado por Aviso n.º 11548/2020, publicado no Diário da República, 2.ª série, n.º 153, de 7 de Agosto de 2020.
Keywords
1º Ciclo do Ensino Básico Avaliação formativa Feedback Aprendizagem Desenvolvimento 1st Cycle of Basic Education Formative assessment Feedback Learning Development