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Publicação
Avaliar para aprender nas disciplinas de inglês e matemática no ensino secundário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Tese | 2.97 MB | Adobe PDF | ||
| Anexos | 1.82 MB | Adobe PDF |
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É na relação constante entre o aprender e o ensinar que a avaliação se desenvolve, permitindo ao aluno conhecer claramente como está a aprender, quais as dificuldades a ultrapassar para que a aprendizagem prossiga. Também serve ao professor para orientar o processo de aprendizagem do aluno e para autorregular o seu ensino. Com um papel de regulação de todo o processo, avaliar para aprender é uma forma de entender a escola e a sala de aula. Implica uma redefinição de prioridades, promovendo aprendizagens do aluno que está no centro do processo educativo e atribuindo à avaliação um lugar de destaque quando ajuda o aluno a assumir a condução da sua própria aprendizagem. Selecionei duas professoras caso, uma de inglês e outra de matemática, por serem reconhecidas, por alunos e pares, como professoras que desenvolvem práticas de ensino centradas nas aprendizagens dos alunos, e duas turmas de 12.º ano, ambas de ciências e tecnologias por elas lecionadas. Desenvolvi uma investigação sustentada no paradigma construtivista interpretativo, usando como design o estudo de caso, com observação da sala de aula, que levou à elaboração de um diário de campo, complementado com entrevistas semiestruturadas com as professoras, em diferentes momentos e entrevistas com grupos focais, realizadas com os alunos, os principais instrumentos para recolha dos dados. A análise de dados foi feita com recurso ao programa informático NVivo11. Em ambas as salas de aula encontrei alunos comprometidos com a aprendizagem, tendo este envolvimento decorrido de estratégias específicas e intencionais, implementadas pelas professoras. A par de um elevado ritmo de trabalho, o feedback produzido foi determinante por proporcionar aos alunos a orientação que lhes permitia seguir em frente ou corrigir os erros identificados, sendo estes abordados de uma forma positiva. As duas salas de aula distinguiram-se na implementação, ou não, de práticas de diferenciação pedagógica e na forma como desenvolveram a capacidade autoavaliativa dos alunos, onde duas professoras diferentes, com práticas específicas distintas, desenvolveram uma avaliação que ajudou os seus alunos a aprender. Os resultados obtidos vêm confirmar que, para que os alunos tenham sucesso, é imprescindível o investimento em práticas avaliativas capazes de informar todos se está realmente a acontecer aprendizagem e como esse processo de construção está a evoluir.
The systematic relation between learning and teaching is the basis for assessment to be developed, thus allowing students to fully understand their learning path and which difficulties are to be overcome for learning to succeed. But evaluation also serves the teacher to guide the student's learning process and to self-regulate the teaching process. The whole assessment’s process so provides a regulation role. Assessing to learn is also a way of understanding school and the classroom. It implies a redefinition of priorities, promoting student learning, which not only is at the core of the educational process but also gives assessment an outstanding role by helping the students to clearly assume their own learning path. Two teachers were selected for the case study - an English teacher and a Maths teacher - for being recognized by students and peers as teachers who develop teaching practices focused on student learning. Two 12th form classes were chosen, both enrolled in the course of sciences and technology and taught by those teachers. The research finds it sustainability in the constructivist interpretative paradigm, designed under the case study, with classroom observation, with a field diary note-taking, which together with semi-structured interviews with both teachers, in different moments of the school year. Interviews with focus groups were, also, carried out with the students. These were the instruments used for data collection. Data analysis was performed using NVivo11 software. Students committed to their learning were found in both classes. This commitment derived from specific and intentional strategies, implemented by both teachers along the teaching process. High work performances by the students and the teachers’ feedback was found to be essential for the students’ guidance in promoting their success by identifying and addressing mistakes in a positive way. Both classes were differentiated by the usage (or not) of different pedagogical strategies and students’ self- assessment procedures. It was concluded that for students to succeed, it is essential to promote assessment practices, which allow to stand out what’s really important for learning, to inform everyone if learning is really happening and how this day-by-day learning process is evolving.
The systematic relation between learning and teaching is the basis for assessment to be developed, thus allowing students to fully understand their learning path and which difficulties are to be overcome for learning to succeed. But evaluation also serves the teacher to guide the student's learning process and to self-regulate the teaching process. The whole assessment’s process so provides a regulation role. Assessing to learn is also a way of understanding school and the classroom. It implies a redefinition of priorities, promoting student learning, which not only is at the core of the educational process but also gives assessment an outstanding role by helping the students to clearly assume their own learning path. Two teachers were selected for the case study - an English teacher and a Maths teacher - for being recognized by students and peers as teachers who develop teaching practices focused on student learning. Two 12th form classes were chosen, both enrolled in the course of sciences and technology and taught by those teachers. The research finds it sustainability in the constructivist interpretative paradigm, designed under the case study, with classroom observation, with a field diary note-taking, which together with semi-structured interviews with both teachers, in different moments of the school year. Interviews with focus groups were, also, carried out with the students. These were the instruments used for data collection. Data analysis was performed using NVivo11 software. Students committed to their learning were found in both classes. This commitment derived from specific and intentional strategies, implemented by both teachers along the teaching process. High work performances by the students and the teachers’ feedback was found to be essential for the students’ guidance in promoting their success by identifying and addressing mistakes in a positive way. Both classes were differentiated by the usage (or not) of different pedagogical strategies and students’ self- assessment procedures. It was concluded that for students to succeed, it is essential to promote assessment practices, which allow to stand out what’s really important for learning, to inform everyone if learning is really happening and how this day-by-day learning process is evolving.
Descrição
Tese de doutoramento, Educação (Avaliação em Educação), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Teses de doutoramento - 2019