| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.34 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O processo de avaliação das aprendizagens é um dos aspetos mais importantes do processo ensino e aprendizagem, pois, se bem planeada e realizada, contribui para a melhoria da qualidade de ensino. O estudo que se apresenta foi desenvolvido no âmbito do Mestrado em Ensino do 1.º e do 2.º Ciclos do Ensino Básico, no decurso da Prática de Ensino Supervisionada, realizada no 1.º ciclo do Ensino Básico e nas disciplinas de Matemática, Ciências Naturais, Português e em História e Geografia de Portugal, referentes ao 2.º ciclo do Ensino Básico.
Neste estudo além de se refletir sobre toda a prática pedagógica realizada, procedeu-se à implementação de variados/alternativos instrumentos de avaliação durante a Prática de Ensino Supervisionada, com o objetivo de dar resposta à questão: Quais os instrumentos de avaliação utilizados e a sua importância na aprendizagem dos alunos?
A metodologia adotada na recolha e análise de dados foi do tipo qualitativo/interpretativo.
Os resultados obtidos basearam-se, essencialmente, na reflexão sobre os instrumentos de avaliação utilizado em cada experiência de ensino - aprendizagem expostas e na interpretação de uma investigação particular realizada especificamente na disciplina de Matemática, no 2.º ciclo do Ensino Básico.
Da análise dos dados em elaboração é possível adiantar que através da implementação dos variados instrumentos de avaliação tornou possível aos alunos manifestaram uma participação mais ativa na sua própria avaliação e encararem este processo de forma natural, ou seja, perfeitamente integrado no processo de ensino e aprendizagem.
The procedure of evaluating learnings is one of the most important regarding the teaching-leaning process as, if correctly planned and performed, it contributes to an improvement of teaching quality. The work presented was undertaken within a Master’s course in Teaching 1st and 2nd Cycles of Basic Education and in the Practice of Supervised Teaching in the 1st Cycle and in the subjects of Mathematics, Natural Sciences, Portuguese and Portuguese History and Geography in the 2nd Cycle of Basic Education. In this study, apart from reflecting upon the whole pedagogical practice which took place, several/alternative assessment instruments were also used and analyzed during Supervised Teaching Practice with the goal of answering the following question: In which way do assessment instruments used contribute towards students’ learning? The methodology used in gathering and analyzing data was of the qualitative/interpretative kind. The results obtained were based upon reflection on the instruments used in each EEA and in the interpretation of the experience undertaken in the subject of Mathematics in the 2nd Cycle of Basic Education. From the analysis of the data under scrutiny it is possible to sustain that through the usage of different assessment instruments it became possible for the students to ascertain a maore active participation in their own evaluation and to face the process in a more natural way, that is to say, as a normal part of the teaching learning process
The procedure of evaluating learnings is one of the most important regarding the teaching-leaning process as, if correctly planned and performed, it contributes to an improvement of teaching quality. The work presented was undertaken within a Master’s course in Teaching 1st and 2nd Cycles of Basic Education and in the Practice of Supervised Teaching in the 1st Cycle and in the subjects of Mathematics, Natural Sciences, Portuguese and Portuguese History and Geography in the 2nd Cycle of Basic Education. In this study, apart from reflecting upon the whole pedagogical practice which took place, several/alternative assessment instruments were also used and analyzed during Supervised Teaching Practice with the goal of answering the following question: In which way do assessment instruments used contribute towards students’ learning? The methodology used in gathering and analyzing data was of the qualitative/interpretative kind. The results obtained were based upon reflection on the instruments used in each EEA and in the interpretation of the experience undertaken in the subject of Mathematics in the 2nd Cycle of Basic Education. From the analysis of the data under scrutiny it is possible to sustain that through the usage of different assessment instruments it became possible for the students to ascertain a maore active participation in their own evaluation and to face the process in a more natural way, that is to say, as a normal part of the teaching learning process
Description
Keywords
Avaliação Instrumentos de avaliação Prática de ensino supervisionada 1º Ciclo do Ensino Básico 2º Ciclo do Ensino Básico