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Advisor(s)
Abstract(s)
Esta comunicação tem por base o Relatório Final de Estágio (RFE)
realizado no âmbito da Prática de ensino supervisionada de um mestrado
profissionalizante realizado em Portugal. Este relatório centrou-se no tema avaliação
formativa. No Decreto-Lei n.º 55/ 2018, de 6 de julho, é possível ler que “a avaliação
formativa 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, em articulação com dispositivos de informação
dirigidos aos pais e encarregados de educação” (p. 2937). No desenvolvimento do
RFE e simultaneamente do estágio optou-se pela realização de uma investigação
sobre a prática. Numa primeira fase refletiu-se sobre as Experiências de Ensino e
Aprendizagem (EEA) desenvolvidas em cada ciclo e área disciplinar a que respeita
o referido mestrado. Posteriormente, foi efetuada uma reflexão sobre essa reflexão,
centrada especificamente na avaliação formativa praticada, tendo, para tal, sido
definidas questões de apoio, sustentadas no enquadramento teórico de referência.
Concretamente, a EEA do 1.º Ciclo do Ensino Básico (CEB) intitulada Uma semana
de estágio: porque o comportamento interessa teve como propósito a melhoria do
comportamento dos alunos, através da diversificação de estratégias de ensino e
aprendizagem e, sobretudo, colocando em prática preceitos da avaliação formativa,
destacando-se: (i) a discussão promovida pelas questões colocadas pelo professor
estagiário; (ii) o auscultar e articular as ideias e pontos de vista dos alunos; (iii) a
definição de critérios de avaliação; e (iv) o dar aos alunos feedback das suas
aprendizagens. Além da reflexão sobre as EEA foi ministrado um questionário aos
alunos da turma. Da análise de conteúdo realizada às suas respostas percebeu-se que
tinham uma noção abrangente sobre o que deverá ser considerado no processo de
avaliação, sendo o comportamento o mais indicado. Assim, nesta comunicação
pretende-se apresentar: (i) as principais características de uma avaliação formativa,
tão enfatizada nos documentos orientadores oficiais portugueses; (ii) a reflexão sobre
as práticas de avaliação formativa desenvolvidas no estágio do 1.º CEB; e (iii) as
opiniões dos alunos da turma sobre a avaliação.
This communication is based on the Final Teacher Training Report (FTTR) carried out as part of the supervised teaching practice of a professional master's degree course held in Portugal. This report focused on the topic of formative assessment. In the Decree-Law no. 55/ 2018, of 6 July, it is possible to read that "formative assessment is the main evaluation modality and allows obtaining privileged and systematic information in the various curricular areas, and should, with the involvement of students in the process of self-regulation of learning, underpin the support for the same, in articulation with information devices aimed at parents and guardians" (p. 2937). In the development of the FTTR and simultaneously of the teacher training it was decided to carry out an investigation about the practice. The first phase reflected on the Teaching and Learning Experiences (TLE) developed in each cycle and subject area of the master's degree. Subsequently, a reflection on this reflection was carried out, focusing specifically on the formative assessment practiced, and, for this purpose, supporting questions were defined, supported by the theoretical framework of reference. Specifically, the TLE of the 1st Cycle of Basic Education (CBE) entitled A week of teacher training: because behaviour matters had the purpose of improving the students' behaviour, through the diversification of teaching and learning strategies and, above all, putting into practice precepts of formative assessment, highlighting: (i) the discussion promoted by the questions posed by the trainee teacher; (ii) listening to and articulating the students' ideas and points of view; (iii) defining assessment criteria; and (iv) giving students feedback on their learning. In addition to the reflection on the EEA a questionnaire was administered to the students in the class. From the content analysis performed to their answers it was perceived that they had a broad notion about what should be considered in the assessment process, being behaviour the most suitable. Thus, in this communication we intend to present: (i) the main characteristics of a formative assessment, so emphasized in the Portuguese official guiding documents; (ii) the reflection on the formative assessment practices developed in the 1st CBE teacher training; and (iii) the class students' opinions about the assessment.
This communication is based on the Final Teacher Training Report (FTTR) carried out as part of the supervised teaching practice of a professional master's degree course held in Portugal. This report focused on the topic of formative assessment. In the Decree-Law no. 55/ 2018, of 6 July, it is possible to read that "formative assessment is the main evaluation modality and allows obtaining privileged and systematic information in the various curricular areas, and should, with the involvement of students in the process of self-regulation of learning, underpin the support for the same, in articulation with information devices aimed at parents and guardians" (p. 2937). In the development of the FTTR and simultaneously of the teacher training it was decided to carry out an investigation about the practice. The first phase reflected on the Teaching and Learning Experiences (TLE) developed in each cycle and subject area of the master's degree. Subsequently, a reflection on this reflection was carried out, focusing specifically on the formative assessment practiced, and, for this purpose, supporting questions were defined, supported by the theoretical framework of reference. Specifically, the TLE of the 1st Cycle of Basic Education (CBE) entitled A week of teacher training: because behaviour matters had the purpose of improving the students' behaviour, through the diversification of teaching and learning strategies and, above all, putting into practice precepts of formative assessment, highlighting: (i) the discussion promoted by the questions posed by the trainee teacher; (ii) listening to and articulating the students' ideas and points of view; (iii) defining assessment criteria; and (iv) giving students feedback on their learning. In addition to the reflection on the EEA a questionnaire was administered to the students in the class. From the content analysis performed to their answers it was perceived that they had a broad notion about what should be considered in the assessment process, being behaviour the most suitable. Thus, in this communication we intend to present: (i) the main characteristics of a formative assessment, so emphasized in the Portuguese official guiding documents; (ii) the reflection on the formative assessment practices developed in the 1st CBE teacher training; and (iii) the class students' opinions about the assessment.
Description
Keywords
Prática de ensino supervisionada Estágio Relatório final de estágio Experiência de ensino e aprendizagem Avaliação formativa Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pedagogical Context
Citation
Pimenta, Pedro de Sousa; Martins, Cristina (2021). Avaliação formativa: O comportamento interessa! In Carlos Teixeira; Vitor Gonçalves; Paula Odete Fernandes; Carla Sofia Araújo; Alexandra Soares Rodrigues (Eds.) III Encontro Internacional de Língua Portuguesa e Relações Lusófonas: livro de resumos. Bragança
Publisher
Instituto Politécnico de Bragança