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Estratégias para promover a agência do estudante no processo de avaliação e feedback digital
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| 3.42 MB | Adobe PDF |
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Abstract(s)
A avaliação e o feedback digital têm vindo a crescer como temas de investigação nos últimos anos, em particular no ensino superior. Dentro destes temas, o papel do estudante como tendo agência no processo de avaliação e feedback é considerado uma área relevante sobretudo tendo em conta o contexto do ensino superior, no qual se pretende que o estudante desenvolva competências de aprendizagem ao longo da vida. Nesta investigação pretende-se investigar a disponibilidade dos docentes para ceder ao estudante algum do poder que detêm no processo de avaliação. Procura-se, também, identificar que estratégias podem ser utilizadas pelos docentes no sentido de promover este novo papel do estudante na avaliação digital. A partir de uma metodologia qualitativa, foram recolhidos dados de 58 docentes que participaram em 10 focus-group criativos, uma abordagem ao focus-group na qual, para além de se envolverem em discussão sobre as suas práticas, os participantes procuraram, em grupo, desenvolver soluções de melhoria pedagógica e tecnológica nas suas práticas de avaliação digital. Como resultado da investigação, identifica-se um conjunto de recomendações para promover maior envolvimento do estudante nas estratégias de avaliação, organizado em três temas: (i) a preparação para a avaliação; (ii) a avaliação formativa; e (iii) o feedback após a submissão.
Digital assessment and feedback have been seen as growing themes of research in recent years, particularly in higher education. Within these themes, the role of the student agency in assessment and feedback is considered a relevant area, especially bearing in mind the context of higher education, in which it is intended that students develop lifelong learning skills. In this research we intend to investigate whether teachers are available to let go of some of their existing power in the assessment process to the student. Furthermore, we intent to understand which strategies are identified by teachers to promote this new student role in digital assessment. Using a qualitative methodology, 58 teachers participated in creative-led focus-groups in which, in addition to being involved in discussions about their practices, they were asked to find new pedagogical and technical solutions for improving their digital assessment practices. Based on this discussion, we identify a set of recommendations to promote student agency in digital assessment and feedback, organised under three themes: (i) preparation for the assessment; (ii) formative assessment; and (iii) feedback after submission
Digital assessment and feedback have been seen as growing themes of research in recent years, particularly in higher education. Within these themes, the role of the student agency in assessment and feedback is considered a relevant area, especially bearing in mind the context of higher education, in which it is intended that students develop lifelong learning skills. In this research we intend to investigate whether teachers are available to let go of some of their existing power in the assessment process to the student. Furthermore, we intent to understand which strategies are identified by teachers to promote this new student role in digital assessment. Using a qualitative methodology, 58 teachers participated in creative-led focus-groups in which, in addition to being involved in discussions about their practices, they were asked to find new pedagogical and technical solutions for improving their digital assessment practices. Based on this discussion, we identify a set of recommendations to promote student agency in digital assessment and feedback, organised under three themes: (i) preparation for the assessment; (ii) formative assessment; and (iii) feedback after submission
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Keywords
Avaliação digital Agência do estudante Feedback Pedagogia Student agency Digital assessment Feedback Pedagogy Body Enactivism