Navegando por Assunto "Formative assessment"

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Acesso aberto (Open Access)
Avaliação das aprendizagens: uma possível articulação entre avaliação somativa e formativa em matemática
(Universidade Federal do Pará, 2022-11-16) BRAYNER, Conceição de Nazaré de Morais; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958
This research emerged from the need to study pedagogical evaluation and also on how teachers use external evaluation to improve mathematics teaching in the early years. The investigation was developed with a qualitative approach of an interpretative nature, in the form of a collective instrumental case study. The general objective of the research is to analyze how teachers use external evaluation to improve their teaching practices in mathematics in the early years and the thesis presented is that the practice of evaluation in an articulated perspective can consolidate the relevance of pedagogical evaluation for the improvement of student learning and education management. Dimensions such as summative assessment, formative assessment, mathematics teaching and external assessment are analyzed, as well as an articulated perspective of assessment in the classroom. The empirical data were the object of a content analysis guided by a reference matrix, elaborated with the theme of evaluation, present in the dialogues with the researched teachers and in the theoretical framework adopted on internal and external evaluation. We considered in the research that external evaluation has subsidies that can be considered in the pedagogical evaluation process and that it should be at the service of improving students' learning. The data showed that teachers seek to know the results of external evaluation and are concerned with students' performance in mathematics and also, in a non-formal way, pedagogically analyze external data and make connections with the organization of teaching, learning and internal evaluation of the school. They commonly understand evaluation as a diagnostic function and recognize the need for theoretical deepening in Mathematics. They share with the school team the planning of teaching and assessment practices to improve student performance in external exams and point to the perspective of developing assessment practices that are at the service of improving student learnin.
Acesso aberto (Open Access)
Didatização de gêneros textuais e avaliação formativa: uma análise da apropriação do procedimento “sequência didática” por professores de português em formação inicial
(Universidade Federal do Pará, 2018-07-16) BARBOSA, Marcos Ferreira; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146; https://orcid.org/0000-0002-9635-5054
In the present research, we undertake a discussion about the teaching-learning of textual production based on textual genres. Our focus is the acquisition of procedures for the didactization of genders in the initial formation of Portuguese teachers. In this occasion, we propose the analysis of the appropriation of the didactic-methodological device Didactic Sequence by students of the licentiate course in Portuguese Letters of the Federal University of Pará, Campus Abaetetuba and Belém, establishing the following objectives: describe intervention proposals pedagogical approach involving the didactic-methodological procedure called "Didactic Sequence", elaborated by university students; analyze the characteristics of the proposals for intervention in the light of the theoretical assumptions on which they are based; to analyze the possible evidences of formative assessment processes – such as regulation, self-regulation, co-evaluation and self-evaluation – in the proposals studied; guidelines for favoring procedures of "gender didactization" by teachers in initial training. Our theoretical foundation is based mainly on the thinking about the discursive genres in Bakhtin, from the perspective of Sociodiscursive Interactionism and Language Didactics (BRONCKART, DOLZ, SCHNEUWLY et al.) and the Francophone formative (ALLAL, FERNANDES, FRISON et al.). As for the methodological procedures, we conducted documentary research, with a qualitative approach and with an exploratory objective; having as corpus of analysis proposals of Didactic Sequence elaborated by undergraduate students. Our analyzes lead us to perceive significant difficulties in the appropriation of new theoretical perspectives and of didactic-methodological proposals aimed at teaching-learning of the mother tongue, especially as regards the integration of formative evaluation to activities of textual production; we relate these difficulties to the previous school education of the university students, very marked – in the Brazilian context – by the textual production dissociated from a definite sociocommunicative context, by the use of the text as a support for the study of grammatical description and by the exclusive use of the summative evaluation in detriment of the formative evaluation.
Acesso aberto (Open Access)
Potencialidades da tecnologia para avaliação em matemática
(Universidade Federal do Pará, 2021-06-30) SILVA, Bárbara Chagas da; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/ 0000-0001-6278-2958
This investigation aims to identify the possibilities of using technology to assess learning in mathematics in order to contribute to studies on the subject considering the role of the educator in the teaching, assessment and learning process. In addition, it was intended to specify which technological tools can be used to assess mathematics and describe the benefits and risks of such tools. The investigation was carried out through an intrinsic case study with a qualitative approach of an interpretative character, taking the classroom as a unit of analysis. The case investigated is centered on the evaluative practice of a mathematics teacher who teaches at a state public school in the city of Belém / PA, carrying out evaluations with formative characteristics and with the aid of technological resources. As a result, it was observed that the technologies contribute to formative assessment practices and assist the teacher in delivering personalized feedbacks, as well as optimizing the task correction process and identifying the students' pedagogical needs, providing more time for dedication in the development of strategies education.