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Organização e desenvolvimento da avaliação das aprendizagens num agrupamento de escolas do 1º ciclo do ensino básico
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Com este estudo pretende-se contribuir para melhorar o conhecimento de como
se interpreta e desenvolve o sistema de avaliação das aprendizagens em vigor numa sala
de aula do 1ºciclo do ensino básico, na escola e no agrupamento onde ela se insere,
tendo como objectivos: 1) Analisar práticas de avaliação numa sala de aula do 1ºciclo
do ensino básico; 2) Relacionar essas práticas com a organização da avaliação na escola
e no agrupamento.
Visando aumentar o conhecimento acerca da realidade, adoptou-se uma
metodologia de estudo de caso instrumental (Stake, 1994), usando as seguintes técnicas
de recolha de dados: entrevistas a professores, análise de artefactos escritos, observação
em sala de aula, análise dos trabalhos desenvolvidos pelos alunos e conversas informais
com estes. Os ambientes de sala de aula, de escola e de agrupamento foram
caracterizados recorrendo ao conceito de ambiente de avaliação de sala de aula,
desenvolvido por Stiggins e Conklin (1992) e retomado por Fernandes et al. (1996).
Trataram-se os dados, recorrendo a uma análise de conteúdo (Bardin, 1980) e à técnica
de triangulação (Fernandes, 2004; Alves, 2002). Na transformação dos dados procurou-se
estabelecer o equilíbrio entre descrição, interpretação e análise (Wolcott, 1994).
Conclui-se que: a) ao nível do agrupamento, a organização da avaliação das
aprendizagens depende, essencialmente, de procedimentos burocráticos e rotineiros; b)
o regime de monodocência parece contribuir para acentuar as resistências dos
professores à cooperação; c) as práticas de avaliação numa sala de aula dependem mais
das concepções e conhecimentos do professor titular de turma do que das orientações
constantes nos normativos e nos projectos do agrupamento; d) existe uma reduzida
interacção entre o ambiente de avaliação de sala de aula e o ambiente de avaliação da
escola e agrupamento. Parece poder concluir-se também que o ambiente de avaliação da
sala de aula observada não pode considerar-se representativo de outras salas de aula da
mesma escola ou agrupamento.
The purpose of the present study is to somehow contribute to further the knowledge of classroom assessment organization and development within primary school as a whole, as well as within a specific school and the schools’ group of which it is part, with the following goals: 1) to analyze assessment practices within a primary school classroom; 2) to connect said practices to the school and the schools’ group. In order to improve on such knowledge about reality, Stake’s (1994) instrumental case study approach has been adopted, and the following data collection techniques were used: interviews with the teachers, written document analysis, classroom observation, schoolwork analysis, and informal exchanges with the pupils. The characterization of the classroom, the school and the schools’ group environments was achieved through Stiggins and Conklin’s (1992) classroom assessment environment concept, which was later resumed by Fernandes et al. (1996). Bardin’s content analysis (1980) was coupled with the triangulation technique (Fernandes, 2004, Alves, 2002) to examine the collected data. The data transformation process has tried to establish a balance between Wolcott’s (1994) notions of description, interpretation and analysis. It has been concluded that a) with regards to the schools’ group, the organization of learning assessment depends primarily on bureaucratic, routine procedures; b) the ‘one teacher, one classroom’ structure seems to add to the heightening of the teachers’ resistance to cooperation; c) classroom assessment techniques tend to depend on the knowledge and conceptions of the teacher who is responsible for the class in question, rather than on the guidelines presented in the normative acts and in the schools’ group’s projects; d) there is little interaction between the classroom’s assessment environment and that of the school and the schools’ group. It seems pertinent to also conclude that the assessment environment pertaining to the observed classroom is not representative of other classrooms within the same school or schools’ group.
The purpose of the present study is to somehow contribute to further the knowledge of classroom assessment organization and development within primary school as a whole, as well as within a specific school and the schools’ group of which it is part, with the following goals: 1) to analyze assessment practices within a primary school classroom; 2) to connect said practices to the school and the schools’ group. In order to improve on such knowledge about reality, Stake’s (1994) instrumental case study approach has been adopted, and the following data collection techniques were used: interviews with the teachers, written document analysis, classroom observation, schoolwork analysis, and informal exchanges with the pupils. The characterization of the classroom, the school and the schools’ group environments was achieved through Stiggins and Conklin’s (1992) classroom assessment environment concept, which was later resumed by Fernandes et al. (1996). Bardin’s content analysis (1980) was coupled with the triangulation technique (Fernandes, 2004, Alves, 2002) to examine the collected data. The data transformation process has tried to establish a balance between Wolcott’s (1994) notions of description, interpretation and analysis. It has been concluded that a) with regards to the schools’ group, the organization of learning assessment depends primarily on bureaucratic, routine procedures; b) the ‘one teacher, one classroom’ structure seems to add to the heightening of the teachers’ resistance to cooperation; c) classroom assessment techniques tend to depend on the knowledge and conceptions of the teacher who is responsible for the class in question, rather than on the guidelines presented in the normative acts and in the schools’ group’s projects; d) there is little interaction between the classroom’s assessment environment and that of the school and the schools’ group. It seems pertinent to also conclude that the assessment environment pertaining to the observed classroom is not representative of other classrooms within the same school or schools’ group.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Avaliação em Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Avaliação da aprendizagem Ensino básico Avaliação formativa Avaliação sumativa