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Para um Enquadramento Teórico da Avaliação Formativa e da Avaliação Sumativa das Aprendizagens Escolares
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A avaliação formativa e a avaliação sumativa continuam a ser conceitos estruturantes no âmbito chamada Avaliação das Aprendizagens cuja conceitualização tem evoluído desde a sua criação, em 1967, por Michael Scriven. Na verdade, a definição destes conceitos há cerca de meio século, pouco ou nada tem a ver com a sua definição atual. A construção teórica tem contribuído para a clarificação e consolidação destes dois conceitos-chave. No entanto, persiste ainda alguma confusão acerca da natureza, dos propósitos e das caraterísticas definidoras de cada uma daquelas modalidades de avaliação. Este texto foi pensado para discutir o enquadramento teórico da avaliação formativa e da avaliação sumativa, clarificar as suas definições e analisar as suas relações. Foram consultados uma diversidade de trabalhos produzidos, sensivelmente, nos últimos 30 anos. Verificou-se que houve assinaláveis progressos no domínio da construção teórica daqueles conceitos, das relações entre si e das suas conexões com as práticas pedagógicas e com as teorias da aprendizagem. Porém, a análise realizada mostrou que continua a ser necessário compreender melhor as relações entre as aprendizagens e as avaliações e muitos outros aspetos relevantes tais como as práticas dos professores e as suas relações com as disciplinas que lecionam.
Formative and summative assessments are still key-concepts within the so-called Learning Assessment domain and its conceptualization have evolved since 1967, when Michael Scriven created them. In fact, the definition of these concepts half a century ago, has very little, or even nothing, to do with their current definition. Theory construction has contributed towards the clarification and consolidation of these key-concepts. However, there still is some confusion about the nature, the purposes and defining characteristics of each one of those learning assessment approaches. This text was thought to discuss a conceptual framework of both formative and summative assessments, to clarify their definitions and to analyse relationships between them. A variety of works, which were essentially written in the last 30 years, have been consulted. One could verify that there have been important progresses concerning the theoretical construction of those concepts as well as the relationships between them and their connections with pedagogical practices and learning theories. Nevertheless, the analysis made also revealed that it is still necessary to better understand the relationships between learning and assessments and many other relevant issues such as teachers’ practices and their relationships with the subject-matters that they teach. Key-words: Formative Assessment; Summative Assessment; Pedagogical Assessment; Assessment Theory; Educational Evaluation.
Formative and summative assessments are still key-concepts within the so-called Learning Assessment domain and its conceptualization have evolved since 1967, when Michael Scriven created them. In fact, the definition of these concepts half a century ago, has very little, or even nothing, to do with their current definition. Theory construction has contributed towards the clarification and consolidation of these key-concepts. However, there still is some confusion about the nature, the purposes and defining characteristics of each one of those learning assessment approaches. This text was thought to discuss a conceptual framework of both formative and summative assessments, to clarify their definitions and to analyse relationships between them. A variety of works, which were essentially written in the last 30 years, have been consulted. One could verify that there have been important progresses concerning the theoretical construction of those concepts as well as the relationships between them and their connections with pedagogical practices and learning theories. Nevertheless, the analysis made also revealed that it is still necessary to better understand the relationships between learning and assessments and many other relevant issues such as teachers’ practices and their relationships with the subject-matters that they teach. Key-words: Formative Assessment; Summative Assessment; Pedagogical Assessment; Assessment Theory; Educational Evaluation.
Descrição
Palavras-chave
Avaliação formativa Avaliação sumativa Avaliação pedagógica Teoria da avaliação Avaliação educacional
Contexto Educativo
Citação
Fernandes, D. (2019). Para um enquadramento teórico da avaliação formativa e da avaliação sumativa das aprendizagens escolares. In M.I. R. Ortigão, D. Fernandes, T. V. Pereira, & L. Santos (Orgs.), Avaliar para aprender em Portugal e no Brasil: Perspectivas teóricas, práticas e de desenvolvimento (pp.139-164). Curitiba: CRV. doi: 10.24824/978854443463.5
Editora
CRV