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Advisor(s)
Abstract(s)
A avaliação formativa tem vindo a ser estudada por diversos autores que compreenderam a importância deste modelo avaliativo no desempenho dos alunos, levando a que o poder político começasse a pensar na defesa do modelo através de produção legislativa. Assim, o Decreto-Lei n.º 55/2018, de 06 de julho, vem tornar a avaliação formativa na principal modalidade avaliativa, ao referir que “é a principal modalidade de avaliação e permite obter informação privilegiada e sistemática nos diversos domínios curriculares, devendo, com o envolvimento dos alunos no processo de autorregulação das aprendizagens, fundamentar o apoio às mesmas”.
Deste modo, ao longo deste trabalho realizou-se uma investigação com recurso a uma metodologia qualitativa, através do registo das atividades desenvolvidas ao longo de um conjunto de aulas, incidindo nas aprendizagens dos alunos e recorrendo apenas a estratégias pedagógicas diferenciadas e colaborativas. O estudo decorreu com alunos de uma turma do 1º ano do 1º ciclo numa escola do Concelho da Maia. Após o registo dos dados, que aqui se reproduzem, foi feita uma análise e interpretação por forma a validar o efeito da avaliação formativa nas aprendizagens dos alunos.
Os resultados obtidos permitiram verificar que a avaliação formativa se torna efetiva nos resultados dos alunos, sempre que é bem aplicada e recorrendo a estratégias cooperativas. Para tal, é de extrema importância conhecer o conceito de feedback, bem como a forma de o tornar eficaz no processo de lecionação dos conteúdos. Esta é uma estratégia imprescindível para a avaliação formativa e para o bom desempenho escolar e social dos alunos.
Este trabalho termina com a construção de um plano de ação sobre uma atividade formativa destinada aos professores, onde se pretende que estes adquiram competências no âmbito da avaliação formativa, e que compreendam a importância deste modelo nas aprendizagens dos alunos, para que o possam aplicar na sua prática pedagógica.
Formative assessment has been scholarly studied and reviewed by many authors who comprehensively understood the importance of the evaluation model in student performance, thus leading the Parliament to draft and implement such modality through legislative texts and procedures. Therefore, Decree-Law No. 55/2018, of July 6th, makes formative assessment the main evaluative modality, as stated: “it is the main evaluation modality and allows obtaining privileged and systematic information in the various curricular domains, should, with the involvement of students in the process of self-regulation of learning, provide support and gathering available resources for its implementation”. Based on this, throughout this assay, a qualitative research methodology was adopted. This involved the recording of the activities carried out over a set of classes, focusing on the student´s learning process and resorting only to differentiated and collaborative pedagogical strategies. The study took place with students from a class of the 1st year of the 1st cycle in a school located in the Municipality of Maia. After collecting the data, which are reproduced here, an analysis and interpretation was performed in order to evaluate and validate the effect of formative assessment on student´s learning process. The results herein described demonstrated that formative assessment becomes effective in students' performance and achievements, whenever it is properly applied and using cooperative strategies. For that, it is extremely important to understand the concept of feedback, as well as how to make it operational in the process of teaching and learning content. This is an essential strategy for formative assessment and influence how academic and social motivation interact to impact the student's academic performance. This work ends with the development of an action plan for a training activity directed to teachers, where it is intended that they acquire skills within the scope of formative assessment, and that they understand the importance of this model in the student´s learning process and be able to apply it in their pedagogical and learning practices.
Formative assessment has been scholarly studied and reviewed by many authors who comprehensively understood the importance of the evaluation model in student performance, thus leading the Parliament to draft and implement such modality through legislative texts and procedures. Therefore, Decree-Law No. 55/2018, of July 6th, makes formative assessment the main evaluative modality, as stated: “it is the main evaluation modality and allows obtaining privileged and systematic information in the various curricular domains, should, with the involvement of students in the process of self-regulation of learning, provide support and gathering available resources for its implementation”. Based on this, throughout this assay, a qualitative research methodology was adopted. This involved the recording of the activities carried out over a set of classes, focusing on the student´s learning process and resorting only to differentiated and collaborative pedagogical strategies. The study took place with students from a class of the 1st year of the 1st cycle in a school located in the Municipality of Maia. After collecting the data, which are reproduced here, an analysis and interpretation was performed in order to evaluate and validate the effect of formative assessment on student´s learning process. The results herein described demonstrated that formative assessment becomes effective in students' performance and achievements, whenever it is properly applied and using cooperative strategies. For that, it is extremely important to understand the concept of feedback, as well as how to make it operational in the process of teaching and learning content. This is an essential strategy for formative assessment and influence how academic and social motivation interact to impact the student's academic performance. This work ends with the development of an action plan for a training activity directed to teachers, where it is intended that they acquire skills within the scope of formative assessment, and that they understand the importance of this model in the student´s learning process and be able to apply it in their pedagogical and learning practices.
Description
Keywords
Avaliação formativa Estratégias pedagógicas cooperativas Feedback Autorregulação Formative assessment Cooperative pedagogical strategies Feedback Self-regulation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação