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Práticas de avaliação formativa na disciplina de matemática: Perceção dos alunos e a relação com autorregulação para a aprendizagem
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Advisor(s)
Abstract(s)
Este estudo analisou as perceções de 296 alunos do 5º ao 9º ano sobre as práticas de
avaliação formativa dos seus professores de matemática, e a relação com a sua autorregulação
da aprendizagem. Os resultados revelaram que: os alunos mais velhos percecionaram um maior
uso de práticas de avaliação formativa; as participantes do género feminino percecionaram uma
maior utilização de práticas de avaliação formativa, mas as diferenças com o género masculino
não foram significativas; a autorregulação (cognitiva, metacognitiva, comportamental) aumentou com a escolaridade, mas não de forma linear; a motivação intrínseca diminuiu com a escolaridade; as participantes do género feminino demonstraram maiores níveis de autorregulação
(cognitiva, metacognitiva, comportamental, motivacional); e houve uma correlação positiva entre a perceção da avaliação formativa e a autorregulação.
O estudo tem implicações práticas, como a necessidade de adaptar as práticas de avaliação formativa às necessidades dos alunos e promover a motivação intrínseca. Teoricamente, o
estudo contribui para a compreensão da complexa interação entre a avaliação formativa e a
autorregulação. A investigação futura poderá aprofundar a análise das diferenças de género,
incluir outras disciplinas e expandir a amostra para outros contextos.
ABSTRACT: This study analyzed the perceptions of 296 students from the 5th to 9th grade regarding their mathematics teachers' formative assessment practices, and the relationship with their self-regulated learning. The results revealed that: older students perceived a greater use of formative assessment practices; female students perceived greater use of formative assessment practices, but the differences with male students were not significant; self-regulation (cognitive, metacognitive, behavioral) increased with schooling, but not linearly; intrinsic motivation decreased with schooling; female students showed higher levels of self-regulation (cognitive, metacognitive, behavioral, motivational); and there was a positive correlation between the perception of formative assessment and self-regulation. The study has practical implications, such as the need to adapt formative assessment practices to the needs of students and to promote intrinsic motivation. Theoretically, the study contributes to the understanding of the complex interaction between formative assessment and self-regulation. Future research could further analyze gender differences, include other subjects, and expand the sample to other contexts.
ABSTRACT: This study analyzed the perceptions of 296 students from the 5th to 9th grade regarding their mathematics teachers' formative assessment practices, and the relationship with their self-regulated learning. The results revealed that: older students perceived a greater use of formative assessment practices; female students perceived greater use of formative assessment practices, but the differences with male students were not significant; self-regulation (cognitive, metacognitive, behavioral) increased with schooling, but not linearly; intrinsic motivation decreased with schooling; female students showed higher levels of self-regulation (cognitive, metacognitive, behavioral, motivational); and there was a positive correlation between the perception of formative assessment and self-regulation. The study has practical implications, such as the need to adapt formative assessment practices to the needs of students and to promote intrinsic motivation. Theoretically, the study contributes to the understanding of the complex interaction between formative assessment and self-regulation. Future research could further analyze gender differences, include other subjects, and expand the sample to other contexts.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para
obtenção de grau de Mestre na especialidade de Mestre de Psicologia Educacional
Keywords
Autorregulação para a aprendizagem Avaliação formativa Ensino básico Matemática Self-regulated learning Formative assessment 2nd and 3rd cycle Mathematics