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Concepções e práticas de avaliação formativa dos professores de língua estrangeira do décimo ano de escolaridade : um estudo de caso
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Orientador(es)
Resumo(s)
Os programas das disciplinas de língua estrangeira salientam o papel central
da avaliação formativa de orientação cognitivista no processo de ensino e de
aprendizagem. A avaliação, parte do processo de ensino e de aprendizagem, é
contínua e individualizada. A avaliação é entendida como facilitadora da
aprendizagem, sendo essencial a participação activa do aluno.
Com este trabalho propomo-nos conhecer o modo como os professores de
língua estrangeira do décimo ano de escolaridade concebem e praticam a
avaliação formativa nas suas turmas.
A primeira parte deste trabalho é constituída pelo enquadramento teórico da
avaliação formativa, sendo apresentados os seus aspectos essenciais, de acordo
com vários autores e com os programas das línguas estrangeiras e a legislação
sobre a avaliação dos alunos no Ensino Secundário.
A segunda parte é relativa a um estudo de caso (qualitativo, descritivo e
interpretativo) e aí apresentamos e analisamos os dados recolhidos num contexto
específico de modo a responder às questões por nós formuladas.
Analisámos instrumentos de avaliação e entrevistámos dez professores e
alunos de sete turmas (três por turma). Procurávamos conhecer as representações
dos professores sobre as suas concepções e práticas de avaliação formativa e as
representações dos alunos sobre essas mesmas práticas. Analisámos as
representações dos professores de cada disciplina e comparámo-las entre si.
Procedemos do mesmo modo em relação aos alunos e por fim comparámos as
representações de alunos e professores.
Nas conclusões finais apresentamos as características essenciais do caso
estudado e reflectimos sobre as consequências da manutenção da situação actual
que revela um afastamento entre as concepções e práticas dos professores e a
teoria actual sobre avaliação formativa. Salientamos igualmente a necessidade de
uma formação de professores específica para as dificuldades percebidas mas nem
sempre sentidas por aqueles que estão directamente implicados no processo de
ensino e de aprendizagem.
The foreign languages syllabuses emphasize the central role of formative evaluation in its cognitive orientation in the teaching-learning process. Evaluation is part of the teaching learning process and it is continuous and individualized. Evaluation is seen as a means of facilitating the learning process and the student" s active participation is essential. With this study we intend to know how foreign language teachers teaching the tenth year at school conceptualize and practise the formative evaluation in their classes. The first part of this study contains the theoretical framing for the formative evaluation, presenting its main aspects according to several authors, the foreign languages syllabuses and the legislation on the evaluation of secondary school students. The second part is about a study case (qualitative, descriptive and interpretative) and there we present and analyse the data collected in a specific context in order to answer the questions we had formulated. We analysed evaluation instruments and interviewed ten teachers and students from seven classes (three per class). We wanted to know the teachers" representations of their conceptions and practices of formative evaluation and the students* representations of those practices. We analysed for each subject the teachers' representations and compared them. We did the same with the students' representations and after that we compared the teachers" representations with the students" . In the final conclusions we sum up the main characteristics of the case studied and reflect on the consequences of keeping today" s situation as it is. This situation shows that there is a distance between teachers" conceptions and practices and the present theory about formative evaluation. We also emphasize the need of some action regarding the teachers* development, specific for the difficulties perceived but not always felt by the ones who are directly involved in the teaching learning process.
The foreign languages syllabuses emphasize the central role of formative evaluation in its cognitive orientation in the teaching-learning process. Evaluation is part of the teaching learning process and it is continuous and individualized. Evaluation is seen as a means of facilitating the learning process and the student" s active participation is essential. With this study we intend to know how foreign language teachers teaching the tenth year at school conceptualize and practise the formative evaluation in their classes. The first part of this study contains the theoretical framing for the formative evaluation, presenting its main aspects according to several authors, the foreign languages syllabuses and the legislation on the evaluation of secondary school students. The second part is about a study case (qualitative, descriptive and interpretative) and there we present and analyse the data collected in a specific context in order to answer the questions we had formulated. We analysed evaluation instruments and interviewed ten teachers and students from seven classes (three per class). We wanted to know the teachers" representations of their conceptions and practices of formative evaluation and the students* representations of those practices. We analysed for each subject the teachers' representations and compared them. We did the same with the students' representations and after that we compared the teachers" representations with the students" . In the final conclusions we sum up the main characteristics of the case studied and reflect on the consequences of keeping today" s situation as it is. This situation shows that there is a distance between teachers" conceptions and practices and the present theory about formative evaluation. We also emphasize the need of some action regarding the teachers* development, specific for the difficulties perceived but not always felt by the ones who are directly involved in the teaching learning process.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e desenvolvimento curricular), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Professores de línguas - Avaliação Línguas - Estudo e ensino Ensino secundário Auto-regulação Avaliação formativa