A carregar...
Publicação
A avaliação enquanto processo de comunicação em particular através dos critérios de avaliação na disciplina de matemática
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.26 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Partindo do tema central A AVALIAÇÃO ENQUANTO PROCESSO DE COMUNICAÇÃO,
EM PARTICULAR ATRAVÉS DOS CRITÉRIOS DE AVALIAÇÃO NA DISCIPLINA DE
MATEMÁTICA, o presente estudo procura informação sobre as perspectivas dos alunos
no processo de avaliação, como o percepcionam, e como reagem a um processo de
avaliação específica de comportamentos e atitudes, participado e dinâmico.
Na Revisão da Literatura, estão compulsados os diplomas e directivas oficiais,
bem como variados estudos sobre o processo de avaliação - tantos quantos foi possível
identificar - , relevando-se a informação relacionada com os critérios de avaliação e com
o respectivo processo de apropriação e desenvolvimento. Surge, assim, o conceito de
critério, e da sua natureza em função dos objectivos.
Face às características do presente trabalho, foi realizado um estudo de natureza
qualitativa segundo o paradigma interpretativo/construtivista, uma vez que esta
abordagem possibilita aos investigadores estudarem os fenómenos no seu ambiente
natural, tentando compreendê-los, ou interpretá-los, partindo do entendimento que os
principais intervenientes têm sobre eles. A investigação seguiu o design de estudo de
caso e incidiu particularmente sobre três alunos do 11.° ano em que foram identificadas
situações ricas em informação.
O inquérito lançado na turma traduziu a percepção tradicional do processo de
avaliação: processo unilateral ao serviço do professor para classificar, podendo esta
aproveitar ao aluno para orientar o seu estudo. A explicitação dos critérios de avaliação
definidos pelo Conselho Pedagógico, não apenas em termos de legibilidade, mas
também com o objectivo de os complementar e de, dentro do limite superiormente
fixado, os ponderar entre sí, para além de um exercício eficaz, regulador e motivador
das aprendizagens, levou a uma alteração muito favorável na relação pedagógica e
social dentro da sala de aula. Contribuiu, ainda, para o desenvolvimento da expressão
oral, pela relevância do tema. Quanto ao estudo particularmente centrado nos três
alunos, os resultados enquadram-se no panorama da turma.
O estudo mostra, ainda, que o conceito tradicional de critério já se encontra
cristalizado nos alunos de 11.° ano, sendo difícil contrariá-lo. No entanto, o
desenvolvimento de um processo de avaliação participado reflecte-se no aproveitamento
escolar e na relação pedagógica. Por outro lado, alunos com estas idades já perderam a
"inocência", e quando se lhes pede que proponham critérios e os ponderem, colaboram
com calculismo, se bem que um calculismo legítimo e construtivo.
Starting off with the principal theme, ASSESSMENT AS A METHOD OF COMMUNICATION - IN PARTICULAR THROUGH THE ASSESSMENT CRITERIA ON THE SUBJECT OF MATHEMATICS - , the study at hand seeks information about the students' perspectives in the evaluation process, the way they discern it, and how they react toward a specifically dynamic and participated assessment on behaviors and attitudes. In the Literature Review, several official diplomas and directives, as well as a variety of researches on the assessment procedure have been carefully viewed. Such documents reveal references concerning the assessment criteria and the respective process of assumption and development. In this manner, the concept of criteria and its goal-related nature arise. Given the characteristics of the work, a study based on qualitative resources and according to the constructive / interpretative paradigm has been carried out. This very approach enables researchers to work out all the phenomena in a natural environment, thus leading to their comprehension or elucidation by putting to use the knowledge the main intervenients have upon them. The investigation, with a case-study design and especially aiming three eleventh-grade scholars, pointed out situations full of significant content. The inquiry imputed to the class expressed the traditional perception of the assessment procedure: a unilateral procedure to be classified at the discretion of the teacher, the assessment being likely to use the student as one who helps orient the study. The showing of the assessment criteria brought forward by the Pedagogic Council led to a rather positive change in the social-pedagogic relation inside the classroom - not only in terms of perspicuity, but also aiming to be complementary, not to mention how effective and motivating an exercise it proved to be. It also contributed to the development of oral skills, given the subject's relevance. The study, which had particular focus on the three students, presented results which thoroughly fitted the class's panorama. The study also proved how stemly established is the traditional concept of criterion in eleventh-grade students, which makes it difficult to contest. However, the creation of a participated assessment procedure turned out to good consequences in the improvement at school and in the pedagogic relation. On the other hand, students of this age are no longer endowed with youth's "purity"; consequently, when asked to suggest and reflect over criteria, they seem to respond to it with reason. Notwithstanding, one may say it is authentic and constructive reason.
Starting off with the principal theme, ASSESSMENT AS A METHOD OF COMMUNICATION - IN PARTICULAR THROUGH THE ASSESSMENT CRITERIA ON THE SUBJECT OF MATHEMATICS - , the study at hand seeks information about the students' perspectives in the evaluation process, the way they discern it, and how they react toward a specifically dynamic and participated assessment on behaviors and attitudes. In the Literature Review, several official diplomas and directives, as well as a variety of researches on the assessment procedure have been carefully viewed. Such documents reveal references concerning the assessment criteria and the respective process of assumption and development. In this manner, the concept of criteria and its goal-related nature arise. Given the characteristics of the work, a study based on qualitative resources and according to the constructive / interpretative paradigm has been carried out. This very approach enables researchers to work out all the phenomena in a natural environment, thus leading to their comprehension or elucidation by putting to use the knowledge the main intervenients have upon them. The investigation, with a case-study design and especially aiming three eleventh-grade scholars, pointed out situations full of significant content. The inquiry imputed to the class expressed the traditional perception of the assessment procedure: a unilateral procedure to be classified at the discretion of the teacher, the assessment being likely to use the student as one who helps orient the study. The showing of the assessment criteria brought forward by the Pedagogic Council led to a rather positive change in the social-pedagogic relation inside the classroom - not only in terms of perspicuity, but also aiming to be complementary, not to mention how effective and motivating an exercise it proved to be. It also contributed to the development of oral skills, given the subject's relevance. The study, which had particular focus on the three students, presented results which thoroughly fitted the class's panorama. The study also proved how stemly established is the traditional concept of criterion in eleventh-grade students, which makes it difficult to contest. However, the creation of a participated assessment procedure turned out to good consequences in the improvement at school and in the pedagogic relation. On the other hand, students of this age are no longer endowed with youth's "purity"; consequently, when asked to suggest and reflect over criteria, they seem to respond to it with reason. Notwithstanding, one may say it is authentic and constructive reason.
Descrição
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Avaliação reguladora Critérios de avaliação Matemática - Estudo e ensino Teses de mestrado - 2007