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Advisor(s)
Abstract(s)
O presente relatório visa apresentar uma investigação-ação sobre a perspetiva dos alunos ao realizarem tarefas de avaliação formativa mediadas por ferramentas digitais. O estudo insere-se na especialidade Educação a distância e elearning, tendo sido dado uma especial enfase à avaliação digital. Os desafios colocados à escola pelo uso de ambientes digitais pressupõem que os seus atores educativos, nomeadamente os professores, possuam skills que lhes facultem o uso de tecnologias digitais ao serviço de novas pedagogias e das necessidades educativas dos alunos. De modo a viabilizar o estudo, seguimos uma metodologia de investigação-ação em que a componente formativa foi significativa. Definimos os seguintes objetivos: identificar o modo como as dimensões da cultura de avaliação digital estão presentes nas práticas de avaliação dos alunos; identificar práticas de avaliação que os alunos consideram de maior utilidade na sua aprendizagem; compreender o modo como são promovidos o processo de regulação e o feedback, bem como se são utilizadas ferramentas digitais. No contexto da formação ministrada aos professores proporcionou-se a reflexão sobre as práticas de avaliação formativa mediadas pelo uso de tecnologias digitais em contexto blearning. Esta reflexão teve como quadro teórico o modelo PrACT da avaliação formativa alternativa digital, nas suas quatro dimensões-autenticidade, consistência, transparência e praticabilidade clarificadas pelos seus diversos critérios (Pereira A. , Oliveira, Tinoca, Pinto, & Amante, 2015)-e as experiências pedagógicas ocorridas em sala de aula. Neste processo foram privilegiados: a cooperação e a interatividade entre os alunos e entre professores e alunos, a criatividade, a flexibilidade na gestão do tempo para realização da tarefa e o feedback útil e atempado. Procurou-se que os professores adequassem as estratégias de avaliação formativa digital ao perfil dos seus alunos e que aplicassem instrumentos de avaliação diversificados. Os alunos consideraram as propostas avaliativas de grande utilidade para o desenvolvimento das suas aprendizagens especialmente pelas suas características formativas desenvolvidas em ambientes digitais.
This report aims to present an action research on the student's perspective when performing formative assessment tasks mediated by digital tools. This study focuses on distance learning and elearning, with a special emphasis on digital assessment. The challenges posed by the use of digital environments require from teachers the skills, which allow the use of digital technologies in the service of new pedagogies and the educational needs of the students. In order to make the study feasible, we followed an action-research methodology in which the formative component was significant. We’ve drawn the following objectives: to identify how the dimensions of the digital evaluation culture is present in the students' evaluation practices; to identify the evaluation practices that students consider as the most useful in their learning; to understand how the regulatory process and feedback are promoted and whether digital tools are used. Based on the training provided, teachers were offered the opportunity to reflect on their formative assessment practices and how they can be mediated by the use of digital technologies in a blearning context. This reflection was based on the PrACT model of the digital formative evaluation, through the four dimensions - authenticity, consistency, transparency and practicality and its different criteria (Pereira A., Oliveira, Tinoca, Pinto, & Amante, 2015) and the pedagogical experiences that took place in the classroom. Cooperation and interactivity between students and between teachers and students, creativity, flexibility in the time management to accomplish the task, and useful and timely feedback were privileged in this process. It seems to us that the teachers adapted the strategies of digital formative evaluation to their students and applied diversified evaluation tools. The students considered the existence of formative assessment practices mediated by digital environments to be very useful for the development of their learning.
This report aims to present an action research on the student's perspective when performing formative assessment tasks mediated by digital tools. This study focuses on distance learning and elearning, with a special emphasis on digital assessment. The challenges posed by the use of digital environments require from teachers the skills, which allow the use of digital technologies in the service of new pedagogies and the educational needs of the students. In order to make the study feasible, we followed an action-research methodology in which the formative component was significant. We’ve drawn the following objectives: to identify how the dimensions of the digital evaluation culture is present in the students' evaluation practices; to identify the evaluation practices that students consider as the most useful in their learning; to understand how the regulatory process and feedback are promoted and whether digital tools are used. Based on the training provided, teachers were offered the opportunity to reflect on their formative assessment practices and how they can be mediated by the use of digital technologies in a blearning context. This reflection was based on the PrACT model of the digital formative evaluation, through the four dimensions - authenticity, consistency, transparency and practicality and its different criteria (Pereira A., Oliveira, Tinoca, Pinto, & Amante, 2015) and the pedagogical experiences that took place in the classroom. Cooperation and interactivity between students and between teachers and students, creativity, flexibility in the time management to accomplish the task, and useful and timely feedback were privileged in this process. It seems to us that the teachers adapted the strategies of digital formative evaluation to their students and applied diversified evaluation tools. The students considered the existence of formative assessment practices mediated by digital environments to be very useful for the development of their learning.
Description
Relatório de pós-doutoramento na especialidade: Educação a Distância e Elearning
Keywords
Avaliação digital para as aprendizagens Alunos Avaliação formativa Formação de professores Perspetiva dos alunos Processos avaliativos dos professores Digital evaluation for learning Evaluation processes of teachers Teacher training Student perspective
Pedagogical Context
Citation
Casanova, M.P., Amante, L. & Oliveira, I. (2017). Avaliação formativa digital: um estudo sobre perspetivas de alunos. Relatório de investigação de Pós-Doutoramento na especialidade de Educação a Distância e Elearning. Universidade Aberta . Laboratório de Educação a Distância e E-Learning (LE@D)