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A importância da avaliação formativa no ensino de inglês no 1º ciclo do ensino básico
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Este relatório contém a descrição e análise do tema explorado na Prática de Ensino
Supervisionada (PES), realizada no decurso do Mestrado em Ensino de Inglês no 1º Ciclo
do Ensino Básico (CEB). A intervenção ocorreu no ano letivo 2020-2021, entre 19 de
outubro e 14 de dezembro de 2020, na Escola Básica S. João de Brito, do Agrupamento
de Escolas de Alvalade (AEA), junto de uma turma do quarto ano.
A PES dedicou-se à lecionação das “Nacionalidades e animais oficiais dos países
de língua inglesa”, “Os números ordinais”, “Os dias da semana”, “Os espaços da cidade”
e “Os espaços na escola”, bem como de algumas formas gramaticais (e.g. preposições de
lugar, o verbo to be). A abordagem a estas temáticas tinha como um dos objetivos o
desenvolvimento do leque lexical dos alunos, de modo a que desenvolvessem as suas
capacidades comunicativas na língua alvo. As ferramentas utilizadas para os motivar a
expressarem-se foram de cariz formativo, sendo que o principal intuito era verificar a
eficácia das técnicas de avaliação formativa relativamente ao aumento do uso da língua
inglesa em aula e à motivação para o fazer.
Assim, aliadas às metodologias de ensino do domínio da Communicative
Language Teaching e Cooperative Language Teaching, as estratégias formativas
implementadas foram a criação de listas de critérios de sucesso, “Duas estrelas, um
desejo”, bilhetes à entrada e à saída, a observação direta, a autoavaliação e a avaliação
entre pares. Estes reuniram informação acerca do conteúdo programático assimilado e da
forma como se realizaram as participações e trabalhos. Para tal, consideraram-se os
critérios de avaliação definidos para o quarto ano pelo AEA, os critérios discutidos com
os alunos, os parâmetros incluídos nas Aprendizagens Essenciais (s.a., 2018) e alguns dos
fundamentos presentes no Perfil dos Alunos à Saída da Escolaridade Obrigatória
(Martins et al., 2017).
A partir da análise dos dados obtidos, notou-se uma melhoria das capacidades de
expressão oral em inglês e um esforço crescente para usar a língua alvo na sala de aula.
This report consists of the description and analysis of the Supervised Teaching Practice (STP) which took place at Escola Básica S. João de Brito, in Lisbon, within the scope of the Master’s in Teaching English in the 1st Cycle of Basic Education, during the 2020-2021 school year. The STP was conducted with a fourth-grade class between 19 October and 14 December 2020. The STP focused on “Nationalities and official animals of the English-speaking countries”, “Ordinal numbers”, “Days of the week”, “Places in town” and “Places in school”, alongside some grammatical structures (e.g. prepositions of place, verb to be). One of the goals was the development of students’ lexical capacities, so to help them develop their English communicative skills. In order to motivate students to express themselves and to ensure the success of the learning process, the tools used were those within the scope of formative assessment. Accordingly, the main goal of the STP was to check the effectiveness of formative assessment techniques in relation to the increase of the English use within the classroom and students’ motivation to do so. Moreover, these formative strategies were allied to the teaching methodologies related to Communicative Language Teaching and Cooperative Language Teaching. The strategies applied were the discussion of lists of criteria of success, the technique “Two stars, one wish”, entry and exit tickets, direct observation, self-assessment and peer assessment. These intended to gather information about the content learnt by students, their way of participating in the classroom and of doing their work. In order to achieve that, the criteria established by the Alvalade school cluster for the fourth grade, the criteria discussed with the class in the feed-up phases, the criteria established by the Aprendizagens Essenciais (s.a., 2018), as well as the Perfil dos Alunos à Saída da Escolaridade Obrigatória (Martins et al., 2017) were considered. In the end, the improvement and increase of English language use in the classroom was evident.
This report consists of the description and analysis of the Supervised Teaching Practice (STP) which took place at Escola Básica S. João de Brito, in Lisbon, within the scope of the Master’s in Teaching English in the 1st Cycle of Basic Education, during the 2020-2021 school year. The STP was conducted with a fourth-grade class between 19 October and 14 December 2020. The STP focused on “Nationalities and official animals of the English-speaking countries”, “Ordinal numbers”, “Days of the week”, “Places in town” and “Places in school”, alongside some grammatical structures (e.g. prepositions of place, verb to be). One of the goals was the development of students’ lexical capacities, so to help them develop their English communicative skills. In order to motivate students to express themselves and to ensure the success of the learning process, the tools used were those within the scope of formative assessment. Accordingly, the main goal of the STP was to check the effectiveness of formative assessment techniques in relation to the increase of the English use within the classroom and students’ motivation to do so. Moreover, these formative strategies were allied to the teaching methodologies related to Communicative Language Teaching and Cooperative Language Teaching. The strategies applied were the discussion of lists of criteria of success, the technique “Two stars, one wish”, entry and exit tickets, direct observation, self-assessment and peer assessment. These intended to gather information about the content learnt by students, their way of participating in the classroom and of doing their work. In order to achieve that, the criteria established by the Alvalade school cluster for the fourth grade, the criteria discussed with the class in the feed-up phases, the criteria established by the Aprendizagens Essenciais (s.a., 2018), as well as the Perfil dos Alunos à Saída da Escolaridade Obrigatória (Martins et al., 2017) were considered. In the end, the improvement and increase of English language use in the classroom was evident.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico, Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Ensino básico (1º ciclo) Avaliação formativa Auto-avaliação Relatórios da prática de ensino supervisionada - 2021