A carregar...
Publicação
Avaliação formativa com recurso às tic como facilitador de aprendizagens
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.29 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente relatório foi realizado no âmbito do Mestrado em Ensino de
Economia e de Contabilidade do Instituto de Educação da Universidade de Lisboa.
Fundamenta-se na Prática de Ensino Supervisionada (PES) desenvolvida durante 24
tempos letivos, ao longo do ano de 2017/18, com uma turma de 10.º ano do Curso
Científico-Humanístico de Ciências Socioeconómicas, na disciplina de Economia A.
No que respeita às possíveis áreas de investigação, pelo interesse suscitado,
pela atualidade da discussão, pela relevância no quotidiano do professor e do aluno,
pela adequação ao contexto da prática supervisionada, considerei pertinente analisar o
contributo da avaliação formativa com recurso às Tecnologias da Informação e
Comunicação (TIC) como facilitador de aprendizagens.
Sob o paradigma construtivista, a componente investigativa desenvolveu-se
através de investigação sobre a própria prática, sendo de natureza interpretativa, com
abordagem qualitativa. A recolha de dados foi feita com recurso a observação
participante, registo em diário de campo, entrevistas, e análise documental.
Durante a intervenção houve a intenção de integrar as TIC no processo ensinoaprendizagem-avaliação, aproveitando o potencial transformador e facilitador das
tecnologias para desenvolver práticas de avaliação formativa, promotoras da
autorregulação, da autoavaliação e do feedback.
Experienciei constrangimentos na utilização de recursos digitais e aplicação
das tecnologias ao serviço da avaliação formativa, sejam eles do domínio tecnológico,
da gestão de tempo ou mesmo da participação dos alunos.
Da observação realizada recolhi indícios sobre vantagens de utilizar
ferramentas enriquecidos pelas TIC, no aumento da motivação dos alunos, na
facilidade de concretização dos feedbacks, no desenvolvimento de práticas de
autoavaliação e autorregulação, na possibilidade de diferenciar tarefas e construir
aprendizagens contextualizadas.
Os resultados evidenciaram que a avaliação formativa não faz parte das práticas
utilizadas com os alunos, situação possível de inverter com a sistematização do seu
uso. Apesar do processo ensino-aprendizagem-avaliação ganhar relevância com as
TIC, a concretização eficaz da avaliação formativa é ainda um desafio de longo prazo.
The present Report was carried out during the Masters Degree Course in Economy and Accounting Teaching of the Institute of Education of the University of Lisbon (Universidade de Lisboa). This Report is based on the Supervised Teaching Practice developed during a 24 hour period of lessons in the Year of 2017/18, with a Class of the 10th Year following the Scientific-Humanistic Course in the Socio-Economic Sciences, in the Economic A. Regarding the possible areas of investigation, due to the existing interest of the discussions, due to the relevance of the up-to-date interest in the work of both the professor and the student, due to appropriate context of the supervised practice being used, I found it suitable to assess the contribution made by the formative evaluation by using the information and communication technologies ICT, for learning facilitation. Under the constructivist paradigm, the investigative component focused on the investigation of its own practice, it being of an interpretive nature, with a qualitative approach. Data collection was done using participant observation, registration in field diary, interviews, and document analysis. Throughout this intervention, the intention was to integrate the ICT in the teaching-learning-evaluation process by taking advantage of the potential transformation and facilitation technologies in order to develop formative evaluation practices, promotive autoregulation, auto evaluation, and feedback. I experienced constraints using digital recourses and applying the technologies used in the formative evaluation, whether of technological nature, or management of time, even related with the participation of students. During my observation, I was able to gather signs of the advantages of the use of instruments enriched by ICT. The results obtained provided evidence that the formative evaluation is not part of the processes which are used with the students, a situation to invert with the systemization of its use. Although the process of teaching-learning-evaluation gains relevance with the ICT, the effective materialization of the formative evaluation is still a challenge to last for a long time.
The present Report was carried out during the Masters Degree Course in Economy and Accounting Teaching of the Institute of Education of the University of Lisbon (Universidade de Lisboa). This Report is based on the Supervised Teaching Practice developed during a 24 hour period of lessons in the Year of 2017/18, with a Class of the 10th Year following the Scientific-Humanistic Course in the Socio-Economic Sciences, in the Economic A. Regarding the possible areas of investigation, due to the existing interest of the discussions, due to the relevance of the up-to-date interest in the work of both the professor and the student, due to appropriate context of the supervised practice being used, I found it suitable to assess the contribution made by the formative evaluation by using the information and communication technologies ICT, for learning facilitation. Under the constructivist paradigm, the investigative component focused on the investigation of its own practice, it being of an interpretive nature, with a qualitative approach. Data collection was done using participant observation, registration in field diary, interviews, and document analysis. Throughout this intervention, the intention was to integrate the ICT in the teaching-learning-evaluation process by taking advantage of the potential transformation and facilitation technologies in order to develop formative evaluation practices, promotive autoregulation, auto evaluation, and feedback. I experienced constraints using digital recourses and applying the technologies used in the formative evaluation, whether of technological nature, or management of time, even related with the participation of students. During my observation, I was able to gather signs of the advantages of the use of instruments enriched by ICT. The results obtained provided evidence that the formative evaluation is not part of the processes which are used with the students, a situation to invert with the systemization of its use. Although the process of teaching-learning-evaluation gains relevance with the ICT, the effective materialization of the formative evaluation is still a challenge to last for a long time.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e Contabilidade, Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Avaliação formativa Tecnologias da informação e da comunicação Ensino-aprendizagem Relatórios da prática de ensino supervisionada - 2019