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Advisor(s)
Abstract(s)
O presente estudo incide sobre a avaliação da leitura em exames de português
língua não materna (PLNM) para o nível B1 em Portugal.
A leitura é um processo de grande complexidade e preocupar-se com o modo
como é avaliado impõe, antes de mais, uma compreensão aprofundada das perspetivas
que têm servido de base ao contexto de ensino-aprendizagem.
Como objetivos desta pesquisa são destacados: testar uma lista de verificação da
componente leitura em enunciados de exames de PLNM; apresentar sugestões de
melhoria para o processo de ensino-aprendizagem e especialmente da avaliação da leitura.
Pretendeu-se criar espaços de reflexão consistentes; reconhecer a relevância de uma
avaliação adequada e contribuir para a melhoria do processo de ensino, aprendizagem e,
sobretudo, da avaliação da leitura.
A seguir à fundamentação teórica, são descritas as opções metodológicas e uma
das primeiras escolhas foi a seleção da lista de verificação da componente leitura da
ALTE (Association of Language Testers in Europe) que depois de adaptada foi utilizada
para o momento de testagem. Para esta fase, foram escolhidos alguns enunciados dos
exames aplicados no país nos anos letivos 2017/2018 e 2018/2019.
Os resultados das reflexões efetuadas demonstram que os aspetos que integram as
provas analisadas estão em conformidade com as atuais perspetivas na área da avaliação
da leitura.
As conclusões desta pesquisa evidenciam que ter um instrumento sólido, com
critérios bem definidos, oferece a possibilidade de realizar reflexões constantes sobre o
modo como está a decorrer o processo de avaliação da leitura. Com isso é possível detetar
as potencialidades ou as possíveis dificuldades e tentar encontrar formas de melhorar todo
o processo de ensino-aprendizagem.
This study focuses on the assessment of reading in Portuguese as a second language examination for level B1 in Portugal. Reading is a very complex process and to be concerned with how it is assessed requires, first of all, a thorough understanding of the perspectives that have served as the basis for the teaching-learning context. The objectives of this research were to test a checklist for the reading component in Portuguese as a second language exam papers and to present suggestions for improving the teaching-learning process and especially the assessment of reading. The goal was to create spaces for consistent reflection; to recognize the relevance of an adequate assessment and to contribute to the improvement of the whole teaching-learning process and, above all, of reading assessment. After the theoretical foundation, the methodological options are described, and one of the first choices was the selection of the checklist of the reading component of ALTE (Association of Language Testers in Europe) which after being adapted was used for the testing moment. For this phase, some statements from the exams applied in the country in the school years 2017/2018 and 2018/2019 were chosen. The results of the reflections made show that the aspects included in the tests analyzed are in line with current perspectives in the area of reading assessment. The conclusions of this research show that having a consistent instrument with well-defined criteria offers the possibility of constant reflection on how the reading assessment process is taking place. With this it is possible to detect potential or possible difficulties and to try to find ways to improve the whole teaching-learning process.
This study focuses on the assessment of reading in Portuguese as a second language examination for level B1 in Portugal. Reading is a very complex process and to be concerned with how it is assessed requires, first of all, a thorough understanding of the perspectives that have served as the basis for the teaching-learning context. The objectives of this research were to test a checklist for the reading component in Portuguese as a second language exam papers and to present suggestions for improving the teaching-learning process and especially the assessment of reading. The goal was to create spaces for consistent reflection; to recognize the relevance of an adequate assessment and to contribute to the improvement of the whole teaching-learning process and, above all, of reading assessment. After the theoretical foundation, the methodological options are described, and one of the first choices was the selection of the checklist of the reading component of ALTE (Association of Language Testers in Europe) which after being adapted was used for the testing moment. For this phase, some statements from the exams applied in the country in the school years 2017/2018 and 2018/2019 were chosen. The results of the reflections made show that the aspects included in the tests analyzed are in line with current perspectives in the area of reading assessment. The conclusions of this research show that having a consistent instrument with well-defined criteria offers the possibility of constant reflection on how the reading assessment process is taking place. With this it is possible to detect potential or possible difficulties and to try to find ways to improve the whole teaching-learning process.