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Advisor(s)
Abstract(s)
A avaliação externa realizada aos alunos do 2º ano por via da aplicação das provas de
aferição doravante (PA) têm, como propósito acompanhar o desenvolvimento do
currículo nas diferentes áreas, fornecer informação detalhada às escolas, aos professores,
aos encarregados de educação e aos alunos sobre o seu desempenho de modo, a permitir
intervenções pedagógicas atempadas, durante o percurso de aprendizagem dos alunos.
Permitem ainda, estas provas, dar uma visão de conjunto de como os alunos estão a
aprender em cada escola e a nível nacional. Com este estudo de caso, aplicado na área da
matemática, numa turma do 3º ano pretende-se perceber, a partir dos resultados obtidos
nas PA se a aplicação de forma incisiva e estratégica de metodologias a utilizar na
dinâmica de sala de aula, na área da matemática, contribuíram para colmatar de forma
eficiente e eficaz as lacunas que ficaram do ensino à distância, neste determinado
contexto, e que foram reveladas nas provas de aferição realizadas, e se toda a
implementação deste trabalho ao longo do ano, contribuiu para que esses alunos
alcançassem o sucesso educativo. A primeira parte deste projeto compreende a parte
teórica e a segunda, a parte prática. Para isso, recorremos a uma metodologia mista com
maior predominância da componente quantitativa sobre a qualitativa. Analisámos a
informação dos resultados das provas de aferição das duas turmas que realizaram a prova
e com base nesse trabalho definimos dois grupos de estudo (um grupo experimental e um
grupo de controlo). O grupo de controlo compreendeu os alunos do 3.º ano A (22 alunos)
e o grupo experimental, os alunos do 3.º ano B (12 alunos). Para a escolha do grupo
experimental, considerou-se o grupo que evidenciou maiores fragilidades nas
aprendizagens. Depois de analisados os dados, realizou-se um trabalho de recuperação de
aprendizagens, no grupo experimental, incidindo sobre as fragilidades encontradas. No
final do mês de maio aplicou-se novamente a prova de aferição de 2021/22. Analisaram se os resultados finais do grupo de controlo e do grupo experimental comparando-se os
seus resultados iniciais com os resultados obtidos na repetição da prova, assim como a
sua evolução ao nível da avaliação formativa. A análise feita aos resultados obtidos pelo
grupo de controlo e grupo experimental permitiu aferir que houve uma maior evolução
no grupo experimental quer nos resultados da PA quer nos resultados da avaliação
formativa, permitindo chegar à conclusão que é possível estabelecer um plano de ação a
partir dos resultados das provas de aferição, que não sendo o único, se apresenta como
mais uma possibilidade de trabalho que não deve ser descurada nas escolas
The purpose of the external assessment of 2nd grade pupils through the use of the benchmark tests (PA) is to monitor the development of the curriculum in the different areas, to provide detailed information to schools, teachers, parents and pupils about their performance in order to allow timely pedagogical interventions during the pupils' learning pathway. They also provide an overview of how pupils are learning in each school and at national level. With this case study, applied in the area of mathematics, in a 3rd year class, it is intended to understand, from the results obtained in the (PA),whether the application of methodologies to be used in the classroom dynamics, in the area of mathematics, contributed to efficiently and effectively fill the gaps that remained in distance learning, in this particular context, and that were revealed in the benchmarking tests carried out, and if all the implementation of this work throughout the year, contributed to these students achieving educational success. The first part of this project comprises the theoretical part and the second the practical part. For this, we used a mixed methodology with a greater predominance of the quantitative component over the qualitative one. We analyzed the information from the results of the benchmark tests of the two classes that took the test and based on this work we defined two study groups (an experimental group and a control group). The control group comprises the students of the 3rd year A (22 students) and the experimental group, the students of the 3rd year B (12 students). For the choice of the experimental group, the group that showed greater weaknesses in learning was considered. After analyzing the data, a work of recovery of previous learning was carried out in the experimental group, focusing on the weaknesses found. At the end of May, the 2021/22 benchmarking test was applied again. The final results of the control group and the experimental group were analyzed, comparing their initial results with the results obtained in the repetition of the test as well as their evolution in terms of formative assessment. The analysis of the results obtained by the control group and the experimental group allowed us to verify that there was a greater evolution in the experimental group both in the results of the AP and in the results of the formative evaluation, allowing us to conclude that it is possible to establish an action plan based on the results of the benchmarking tests, which, not being the only one, presents itself as another possibility of work which should not be neglected in schools
The purpose of the external assessment of 2nd grade pupils through the use of the benchmark tests (PA) is to monitor the development of the curriculum in the different areas, to provide detailed information to schools, teachers, parents and pupils about their performance in order to allow timely pedagogical interventions during the pupils' learning pathway. They also provide an overview of how pupils are learning in each school and at national level. With this case study, applied in the area of mathematics, in a 3rd year class, it is intended to understand, from the results obtained in the (PA),whether the application of methodologies to be used in the classroom dynamics, in the area of mathematics, contributed to efficiently and effectively fill the gaps that remained in distance learning, in this particular context, and that were revealed in the benchmarking tests carried out, and if all the implementation of this work throughout the year, contributed to these students achieving educational success. The first part of this project comprises the theoretical part and the second the practical part. For this, we used a mixed methodology with a greater predominance of the quantitative component over the qualitative one. We analyzed the information from the results of the benchmark tests of the two classes that took the test and based on this work we defined two study groups (an experimental group and a control group). The control group comprises the students of the 3rd year A (22 students) and the experimental group, the students of the 3rd year B (12 students). For the choice of the experimental group, the group that showed greater weaknesses in learning was considered. After analyzing the data, a work of recovery of previous learning was carried out in the experimental group, focusing on the weaknesses found. At the end of May, the 2021/22 benchmarking test was applied again. The final results of the control group and the experimental group were analyzed, comparing their initial results with the results obtained in the repetition of the test as well as their evolution in terms of formative assessment. The analysis of the results obtained by the control group and the experimental group allowed us to verify that there was a greater evolution in the experimental group both in the results of the AP and in the results of the formative evaluation, allowing us to conclude that it is possible to establish an action plan based on the results of the benchmarking tests, which, not being the only one, presents itself as another possibility of work which should not be neglected in schools
Description
Keywords
Prova de aferição 1.º ciclo Matemática Sucesso escolar Benchmarking test 1st cycle Mathematics School success
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação