A carregar...
Publicação
O feedback nas práticas avaliativas de duas professoras de português do ensino secundário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 9.92 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Este trabalho pretende ser uma reflexão sobre a importância do feedback no contexto da
avaliação das aprendizagens e, mais especificamente, no contexto das práticas de ensino e de
avaliação da sala de aula.
Teve por objectivo central descrever e analisar o comportamento do feedback no decurso
do processo de ensino, de aprendizagem e de avaliação de duas professoras de Português do 12°
ano de escolaridade. Para isso, procurou caracterizar o tipo de ensino e de avaliação privilegiados
pelas duas professoras e descrever as suas práticas de feedback para apurar os tipos de feedback predominantes, a sua importância e influência no processo de aprendizagem. Relacionaram-se as
perspectivas e práticas de ensino, de avaliação e de feedback para perceber o grau de articulação
e de coerência existentes. As percepções dos alunos ao feedback devolvido possibilitaram a
comparação com as representações e práticas das professoras e as atribuições de valor e utilidade
dadas por ambos os agentes.
O desenho de investigação contemplou a triangulação de dados recolhidos na observação
de aulas, nas entrevistas conduzidas às professoras e alunos e na recolha de documentos (testes
de avaliação e trabalhos escritos). Construíram-se guiões para as entrevistas e dois instrumentos
para descrever e caracterizar o feedback: uma grelha descritiva e uma tipologia que compreende
três comportamentos predominantes de feedback.
Procedeu-se a uma revisão bibliográfica do estado da arte da investigação nos domínios
da avaliação das aprendizagens e do feedback, destacando-se a multidimensionalidade do
conceito, as suas relações com a aprendizagem e com a avaliação.
Conclui-se que, apesar das diferenças ao nível das práticas de ensino e de avaliação das
duas professoras, os tipos de feedback predominantes são os mesmos, funcionando como um
poderoso instrumento ao serviço das aprendizagens e da estruturação do processo de ensino, de
aprendizagem e de avaliação como um todo articulado e funcional.
This study intends to reflect upon the importance of the feedback in context of the learning assessment and, more specifically, in the context of the teaching and assessment classroom practices. Its main purpose was to describe and analyse how feedback was used during the teaching, learning and assessment process of two Portuguese teachers of the 12th grade classroom practices. Thus, we tried to characterize the teaching and assessment mainly used by the two teachers and to describe their feedback practices in order to infer the prevailing types of feedback and their importance and influence on the learning process. Teaching, learning and assessment perspectives and practices were related in order to understand to what extent they were coherent and integrated. Students and teachers perceptions on feedback were compared and allowed to understand that both groups think that feedback is useful and valuable to improve the quality of the learning and teaching process. The investigation design was based on the triangulation of evidence gathered from the classroom observations, from the teachers and students interviews and also from several documents (tests and written assignments). The interviews as well as two instruments were conceived to describe and characterize the feedback: a descriptive framework and a typology that includes three main types of feedback. The conceptual review was intended to elucidate the state of the art of the investigation in the learning assessment domain and to provide an analysis of the multidimensionality of feedback and its relationship with learning and assessment settings. The evidence shows that, despite the differences between the two teachers in what teaching and assessment practices was concerned, the prevailing types of feedback are identical, functioning as a powerful technique to help learning and to organise the teaching, learning and assessment process as an ongoing articulated unity.
This study intends to reflect upon the importance of the feedback in context of the learning assessment and, more specifically, in the context of the teaching and assessment classroom practices. Its main purpose was to describe and analyse how feedback was used during the teaching, learning and assessment process of two Portuguese teachers of the 12th grade classroom practices. Thus, we tried to characterize the teaching and assessment mainly used by the two teachers and to describe their feedback practices in order to infer the prevailing types of feedback and their importance and influence on the learning process. Teaching, learning and assessment perspectives and practices were related in order to understand to what extent they were coherent and integrated. Students and teachers perceptions on feedback were compared and allowed to understand that both groups think that feedback is useful and valuable to improve the quality of the learning and teaching process. The investigation design was based on the triangulation of evidence gathered from the classroom observations, from the teachers and students interviews and also from several documents (tests and written assignments). The interviews as well as two instruments were conceived to describe and characterize the feedback: a descriptive framework and a typology that includes three main types of feedback. The conceptual review was intended to elucidate the state of the art of the investigation in the learning assessment domain and to provide an analysis of the multidimensionality of feedback and its relationship with learning and assessment settings. The evidence shows that, despite the differences between the two teachers in what teaching and assessment practices was concerned, the prevailing types of feedback are identical, functioning as a powerful technique to help learning and to organise the teaching, learning and assessment process as an ongoing articulated unity.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Avaliação em Educação), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Avaliação em educação Feedback Avaliação das aprendizagens