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Advisor(s)
Abstract(s)
O mundo educativo procura persistentemente inovação nas formas de ensinar, de aprender e de avaliar as aprendizagens dos alunos. Se antes da pandemia provocada pelo COVID-19 já se procurava inovação, agora isso é imperativo. O facto de um dia para o outro nos termos visto em ensino à distância, fez com que todos os agentes de ensino tivessem que trabalhar com ferramentas digitais onde pudessem, não só contactar, mas também ensinar os conteúdos, motivar para a aprendizagem e avaliar o desenvolvimento das competências dos alunos. De repente, tudo mudou. Esta dissertação, que inicialmente tinha como propósito o portfólio físico, também mudou. Devido ao ensino à distância, o objeto de estudo passou a ser o portfólio digital, pois todo o trabalho de escola passou a ser realizado digitalmente. Quisemos saber se o portfólio digital pode ter um lugar priveligiado na avaliação das aprendizagens do aluno. Iniciamos com uma revisão narrativa de literatura sobre os portefólios para o nosso quadro teórico. Seguiu-se uma revisão sistemática, da qual resultaram estudos que utilizámos para confrontar com os nossos dados empíricos. A opção metodológica é qualitativa, pois pretendeu explorar dados recolhidos no ambiente do participante e compreender o significado e a importância da complexidade de uma situação. Os resultados permitiram concluir que o portfólio digital é um instrumento de avaliação completo, porque através dele conseguimos uma informação mais clara sobre o progresso dos alunos na sua aprendizagem. É, também, um instrumento contextualizado, pois está ligado às situações práticas do dia-a-dia onde decorrem as aprendizagens e a reflexão dos alunos sobre as suas próprias dificuldades, fazendo com que participem na construção de estratégias para as superar.
The educational world persistently seeks innovation in the ways of lteaching, learning and evaluating how students learn. Before the pandemic caused by COVID-19, innovation was already sought on school. Now, this must happen. The fact that from one day to the next we saw ourselves in distance learning, all teaching agents had to work with digital tools, where they could, not only contact but also teach the contents, motivate for learning and assess the development os students’ skills. Suddenly, everything changed. This essay, which was initially on the physical portfolio, has also changed. Due to distance learning, the object of study became the digital portfolio, since all school work started to be performed at the digital level. We aimed to find out if the digital portfolio can have a privileged spot in the assessment of student learning. We started with a literature review on portfolios for our theoretical framework, followed by a systematic review on the ERIC database, which resulted in empirical studies that we used to compare the data collected in order to answer our research question. The methodological option is qualitative, as it intended to explore data collected in the participant's environment and understand the meaning and importance of the complexity of a situation. The results allowed us to conclude that the use of the digital portfolio is a complete assessment tool, because through it we get more precise information on the students' progress in their learning. It is also a more contextualized instrument, as it is linked to practical day-to-day situations where learning happens and where students reflect on their difficulties, allowing them to participate in the construction of strategies to overcome them.
The educational world persistently seeks innovation in the ways of lteaching, learning and evaluating how students learn. Before the pandemic caused by COVID-19, innovation was already sought on school. Now, this must happen. The fact that from one day to the next we saw ourselves in distance learning, all teaching agents had to work with digital tools, where they could, not only contact but also teach the contents, motivate for learning and assess the development os students’ skills. Suddenly, everything changed. This essay, which was initially on the physical portfolio, has also changed. Due to distance learning, the object of study became the digital portfolio, since all school work started to be performed at the digital level. We aimed to find out if the digital portfolio can have a privileged spot in the assessment of student learning. We started with a literature review on portfolios for our theoretical framework, followed by a systematic review on the ERIC database, which resulted in empirical studies that we used to compare the data collected in order to answer our research question. The methodological option is qualitative, as it intended to explore data collected in the participant's environment and understand the meaning and importance of the complexity of a situation. The results allowed us to conclude that the use of the digital portfolio is a complete assessment tool, because through it we get more precise information on the students' progress in their learning. It is also a more contextualized instrument, as it is linked to practical day-to-day situations where learning happens and where students reflect on their difficulties, allowing them to participate in the construction of strategies to overcome them.
Description
Keywords
Portfólio digital Avaliação da aprendizagem 1º ciclo do Ensino Básico Digital portfolio Assessment Elementary School
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação