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Abstract(s)
Este trabalho apresenta os resultados de uma pesquisa realizada no âmbito do
trabalho de dissertação para obtenção do grau de mestre em ensino das ciências, a qual
busca identificar e analisar as conceções e as práticas de avaliação das aprendizagens de
dois professores de matemática atuantes no ensino superior, no ISP, Instituto
Politécnico de São Tomé e Príncipe. Numa revisão da literatura, apresentou-se, definiuse
e discutiu-se o conceito de avaliação, a partir de reflexões de diversos autores, tendo
ficado patenteado que nas últimas décadas tem-se assistido a uma significativa mudança
ao nível das conceções e práticas avaliativas. De uma avaliação predominantemente
classificatória centrada na avaliação da aprendizagem, recomenda-se hoje práticas
avaliativas integradas no processo de ensino e aprendizagem, mais contextualizadas, e
cuja função principal seja, inequivocamente, a melhoria das aprendizagens. A avaliação
passa a ter uma natureza principalmente formativa e reguladora, tanto para o professor,
como para os alunos. Neste contexto, elegeram-se as questões norteadoras desta
investigação: Que conceções revelam os professores de matemática sobre a avaliação?
Que práticas de avaliação esses professores seguem na sala de aulas (estratégias,
técnicas e instrumentos de avaliação utilizados)? Que fatores condicionam as suas
práticas avaliativas? Seguindo uma abordagem metodológica de natureza qualitativa
através de dois estudos de casos, a triangulação dos dados recolhidos por meios de
questionários, entrevistas e análise de instrumentos de avaliação utilizados, revela que
os professores refletem, nos seus discursos, conceções sobre avaliação quase idênticas e
associadas a uma avaliação para aprendizagem. Na análise dos seus discursos sobre os
conceitos, finalidades, principais papéis desempenhados no processo de ensino e
aprendizagem, a avaliação é vista como reguladora deste processo. Já no que concerne
às suas práticas, elas estão associadas à avaliação da aprendizagem se cingirmos aos
instrumentos de avaliação mais utilizados (teste escrito), momentos em que são
realizados e ao tratamento dado aos resultados obtidos pelos alunos, é factível perceber
e reconhecer a função meramente classificativa. Quanto aos fatores que condicionam as
práticas avaliativas dos dois professores participantes, podemos apontar, entre outros, os
alunos, as condições de trabalho e o próprio professor.
This work presents the results of a research conducted as part of dissertation for the degree of Master of Science Education, which seeks to identify and analyze of conceptions and assessment practices of two Mathematics teachers of the Polytechnic Institute of Sao Tome and Principe, ISP. Previously in a review of the literature, it was presented, defined and discussed the concept of assessment, from reflections of several authors. It has been patented in recent decades that there has been a significant change to the level of conceptions and assessment practices. From an assessment predominantly classificatory focused on learning assessment, it is recommended today evaluative practices integrated in the process of teaching and learning, more contextualized, and whose main function is unambiguously the improvement of learning. The assessment would have a particularly formative and regulatory nature, both for the teacher and for the students. In that context, it was elected as guiding questions of this research such as: Which conception reveal the math teachers on assessment? Which assessment practices these teachers follow in the classroom (strategies, techniques and evaluation tools used) and what factors influence their assessment practices? Following a qualitative methodological approach through two case studies, the triangulation of data collected by means of questionnaires, interviews and analysis of assessment tools used by teachers, revealed that teachers reflect on their speeches, conception on almost identical assessment with concepts associated with assessment for learning, thus on the analysis of their speeches on the concepts, objectives, key roles that assessment plays in the process of teaching and learning, assessment is seen as a regulator of this process. As regard to their practices, they are associated with the assessment of learning if we confine to the assessment tools most used (written test), moments that are performed and treatment given to the results obtained by students, it is feasible to realize and recognize the function merely classificatory. Concerning to the factors that influence the assessment practices of two teachers who were part of this study, we can point among others, students, working conditions and teacher himself.
This work presents the results of a research conducted as part of dissertation for the degree of Master of Science Education, which seeks to identify and analyze of conceptions and assessment practices of two Mathematics teachers of the Polytechnic Institute of Sao Tome and Principe, ISP. Previously in a review of the literature, it was presented, defined and discussed the concept of assessment, from reflections of several authors. It has been patented in recent decades that there has been a significant change to the level of conceptions and assessment practices. From an assessment predominantly classificatory focused on learning assessment, it is recommended today evaluative practices integrated in the process of teaching and learning, more contextualized, and whose main function is unambiguously the improvement of learning. The assessment would have a particularly formative and regulatory nature, both for the teacher and for the students. In that context, it was elected as guiding questions of this research such as: Which conception reveal the math teachers on assessment? Which assessment practices these teachers follow in the classroom (strategies, techniques and evaluation tools used) and what factors influence their assessment practices? Following a qualitative methodological approach through two case studies, the triangulation of data collected by means of questionnaires, interviews and analysis of assessment tools used by teachers, revealed that teachers reflect on their speeches, conception on almost identical assessment with concepts associated with assessment for learning, thus on the analysis of their speeches on the concepts, objectives, key roles that assessment plays in the process of teaching and learning, assessment is seen as a regulator of this process. As regard to their practices, they are associated with the assessment of learning if we confine to the assessment tools most used (written test), moments that are performed and treatment given to the results obtained by students, it is feasible to realize and recognize the function merely classificatory. Concerning to the factors that influence the assessment practices of two teachers who were part of this study, we can point among others, students, working conditions and teacher himself.
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Keywords
Conceções Práticas de avaliação Avaliação das aprendizagens