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O contributo do feedback na avaliação de tarefas de duas fases, no tema dados e probabilidades, numa turma do 7º ano do ensino básico
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Resumo(s)
Este trabalho, desenvolvido no âmbito do mestrado em ensino de matemática, tem como
objetivo compreender a eficácia do feedback, oral ou escrito, no processo de ensino-aprendizagem
na temática Dados e Probabilidade, numa turma do 7.º ano, a partir da avaliação de tarefas em
duas fases. A aprendizagem decorrente da avaliação das tarefas realizadas em dois momentos, um
primeiro na sala de aula e, após feedback, fora dela, configura um instrumento de avaliação ao
serviço da aprendizagem. Este método assenta numa perspetiva formativa de avaliação, centrando o
ensino e a avaliação numa única direção: a aprendizagem. Partindo da problemática, a intervenção
didática foi conduzida de forma a permitir responder às seguintes questões: Em que medida o
feedback fornecido na avaliação de tarefas em duas fases se mostrou eficaz processo de ensinoaprendizagem?
Como os alunos percecionam a utilidade do feedback do professor?; Como os
alunos percecionam a utilidade do feedback do professor ?
A unidade didática incidiu sobre o tópico Dados, em particular, na análise de dados em
estatística, num conjunto de 14 aulas. Este tópico, para além de introduzir aos estudantes novos
critérios e.g., mediana, histogramas essenciais para a análise de dados, tem como principal intenção
desenvolver a capacidade de interpretação e literacia estatística de forma que os alunos possam
fundamentar de forma critica as informações estatísticas presentes no dia a dia.
Este estudo é de natureza interpretativa, dado que através dos dados recolhidos procurarei
explicar e descrever a eficácia que o feedback tem na aprendizagem dos alunos. Os métodos de
recolha de dados incluíram a observação participante, com recolha de vídeo, e a recolha
documental das resoluções dos alunos das três tarefas em duas fases
Foram aplicadas três tarefas em duas fases. O primeiro momento ocorreu na sala de aula,
sob a forma de uma ficha de trabalho. Numa primeira etapa, podendo auxiliar-se nos materiais de
consulta, e.g., manual, caderno diário, os alunos dispuseram de um tempo limitado para a
conclusão da tarefa. Findo esse tempo, os alunos entregaram a tarefa ao professor para avaliação e
voltaram, após feedback, agora numa segunda fase, a trabalhar na tarefa em casa.
Neste contexto, a avaliação final das tarefas considerou o trabalho realizado na primeira e
segunda fase. Os comentários, assumindo a forma de feedback, da primeira resolução, constituíram
um bom método para aproximar os alunos no processo avaliativo, promovendo a sua capacidade de
autorregulação. A conclusão passou por analisar se, após feedback e na segunda fase, este
instrumento representa de facto uma nova oportunidade de aprendizagem.
This work, developed within the scope of the Masters in Mathematics Teaching, aims to understand the effectiveness of feedback, oral or written, in the teaching-learning process in the subject Data and Probability, in a 7th grade class, based on the evaluation task in two phases. The learning resulting from the evaluation of the tasks carried out in two moments, the first in the classroom and, after feedback, outside it, configures an evaluation instrument at the service of learning. This method is based on a formative assessment perspective, focusing teaching and assessment in a single direction: learning. Starting from the problematic, the didactic intervention was conducted in order to allow the following questions to be answered: To what extent did the feedback provided in the assessment of tasks in two phases prove to be an effective teachinglearning process? How do students perceive the usefulness of teacher feedback?; How do students perceive the usefulness of teacher feedback? The didactic unit focused on the Data topic, in particular, data analysis in statistics, in a set of 14 lessons. This topic, in addition to introducing students to new criteria e.g., median, essential histograms for data analysis, has the main intention of developing the capacity for interpretation and statistical literacy so that students can critically substantiate the statistical information present in the day by day. This study is of an interpretative nature, given that through the collected data I will try to explain and describe the effectiveness that feedback has on student learning. Data collection methods included participant observation, with video collection, and documentary collection of students' resolutions of the three tasks in two phases Three tasks were applied in two phases. The first moment took place in the classroom, in the form of a worksheet. In a first stage, being able to help themselves with the reference materials, e.g., manual, diary notebook, the students had a limited time to complete the task. After that time, the students handed the task to the teacher for evaluation and returned, after feedback, now in a second phase, to work on the task at home. In this context, the final assessment of the tasks considered the work carried out in the first and second phases. The comments, taking the form of feedback, from the first resolution, were a good method to bring students closer to the evaluation process, promoting their capacity for selfregulation. The conclusion was to analyze whether, after feedback and in the second phase, this instrument actually represents a new learning opportunity.
This work, developed within the scope of the Masters in Mathematics Teaching, aims to understand the effectiveness of feedback, oral or written, in the teaching-learning process in the subject Data and Probability, in a 7th grade class, based on the evaluation task in two phases. The learning resulting from the evaluation of the tasks carried out in two moments, the first in the classroom and, after feedback, outside it, configures an evaluation instrument at the service of learning. This method is based on a formative assessment perspective, focusing teaching and assessment in a single direction: learning. Starting from the problematic, the didactic intervention was conducted in order to allow the following questions to be answered: To what extent did the feedback provided in the assessment of tasks in two phases prove to be an effective teachinglearning process? How do students perceive the usefulness of teacher feedback?; How do students perceive the usefulness of teacher feedback? The didactic unit focused on the Data topic, in particular, data analysis in statistics, in a set of 14 lessons. This topic, in addition to introducing students to new criteria e.g., median, essential histograms for data analysis, has the main intention of developing the capacity for interpretation and statistical literacy so that students can critically substantiate the statistical information present in the day by day. This study is of an interpretative nature, given that through the collected data I will try to explain and describe the effectiveness that feedback has on student learning. Data collection methods included participant observation, with video collection, and documentary collection of students' resolutions of the three tasks in two phases Three tasks were applied in two phases. The first moment took place in the classroom, in the form of a worksheet. In a first stage, being able to help themselves with the reference materials, e.g., manual, diary notebook, the students had a limited time to complete the task. After that time, the students handed the task to the teacher for evaluation and returned, after feedback, now in a second phase, to work on the task at home. In this context, the final assessment of the tasks considered the work carried out in the first and second phases. The comments, taking the form of feedback, from the first resolution, were a good method to bring students closer to the evaluation process, promoting their capacity for selfregulation. The conclusion was to analyze whether, after feedback and in the second phase, this instrument actually represents a new learning opportunity.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Avaliação formativa Probabilidades Ensino-aprendizagem Interacção professor-aluno Relatórios da prática de ensino supervisionada - 2023