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O contributo das tecnologias digitais na transparência da avaliação digital no contexto de educação superior a distância
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Abstract(s)
O presente trabalho desenvolveu-se com base na aplicação de um modelo que apresenta
um quadro concetual que procura enquadrar em quatro dimensões as práticas de avaliação
e contribuir para a sustentabilidade dessas mesmas práticas, em contextos de
aprendizagem digital – modelo PrACT (Praticabilidade, Consistência, Autenticidade e
Transparência).
Num contexto de Educação Superior a Distância, concretamente no 2.º Ciclo, o estudo
tratou de aplicar a Dimensão «Transparência», na qual a estratégia de avaliação deve ser
visível e compreensível por todos os intervenientes, evidenciando os estudantes.
Assim sendo, o estudo foi orientado tendo como base quatro questões de investigação:
(1) Que estratégias e instrumentos de avaliação digital são utilizados no Ensino Superior a
Distância?; (2) Quais as formas de participação dos estudantes na sua própria avaliação?;
(3) Qual o impacto das tecnologias digitais na apresentação e partilha dos processos e
produtos de avaliação?; e (4) Qual a importância das tecnologias digitais na avaliação das
competências a desenvolver?
A investigação enquadrou-se, assim, no campo de estudo de múltiplos casos, de natureza
qualitativa e descritiva. Numa perspetiva holística, a investigação focou cinco casos
particulares, cada um deles correspondendo a uma Unidade Curricular de Mestrados.
Os dados da investigação foram recolhidos por via de: entrevistas semiestruturadas;
inquéritos por questionário (docentes e estudantes) e análise documental específica de
cada Unidade Curricular em estudo. Para uma melhor apreciação dos parâmetros da
dimensão «Transparência» foi desenvolvido um guião de análise.
Embora a metodologia aplicada não permita generalizações, constatou-se que as
tecnologias digitais: facilitaram a realização das tarefas de avaliação; facilitaram a partilha
dos produtos e originaram maior interesse na realização das tarefas de avaliação.
Perante os dados recolhidos, e considerando a dimensão da «Transparência», verificou-se
que: o parâmetro mais frágil foi o da «Visibilidade» e o mais fortalecido o do «Impacto».
The present work was developed based on the application of a model that presents a conceptual framework that seeks to fit into four dimensions the assessment practices and contribute to the sustainability of these same practices in digital learning contexts - PrACT model (Practicability, Consistency, Authenticity and Transparency). In a Higher Distance Education context, specifically in the 2nd Cycle, the study tried to apply the «Transparency» dimension, in which the evaluation strategy should be visible and comprehensible by all stakeholders, highlighting the students. Therefore, the study was oriented based on four research questions: (1) What digital assessment strategies and instruments are used in Distance Higher Education?; (2) What forms of student participation do they have in their own assessment?; (3) What is the impact of digital technologies on the presentation and sharing of assessment processes and products?; and (4) How important is digital technology in assessing the competencies to be developed? The research was therefore in the field of study of multiple cases, of a qualitative and descriptive nature. In a holistic perspective, the research focused on five particular cases, each corresponding to a Master's Degree. The research data were collected through: semi-structured interviews; questionnaire surveys (teachers and students) and specific documentary analysis of each Curricular Unit under study. For a better appreciation of the parameters of the «Transparency» dimension, an analysis guide was developed. Although the applied methodology does not allow generalizations, it was verified that the digital technologies: facilitated the accomplishment of the assessment tasks; facilitated the sharing of products and led to greater interest in the performance of the assessment tasks. In view of the data collected, and considering the «Transparency» dimension, it was found that: the most fragile parameter was «Visibility» and the most strengthened was «Impact».
The present work was developed based on the application of a model that presents a conceptual framework that seeks to fit into four dimensions the assessment practices and contribute to the sustainability of these same practices in digital learning contexts - PrACT model (Practicability, Consistency, Authenticity and Transparency). In a Higher Distance Education context, specifically in the 2nd Cycle, the study tried to apply the «Transparency» dimension, in which the evaluation strategy should be visible and comprehensible by all stakeholders, highlighting the students. Therefore, the study was oriented based on four research questions: (1) What digital assessment strategies and instruments are used in Distance Higher Education?; (2) What forms of student participation do they have in their own assessment?; (3) What is the impact of digital technologies on the presentation and sharing of assessment processes and products?; and (4) How important is digital technology in assessing the competencies to be developed? The research was therefore in the field of study of multiple cases, of a qualitative and descriptive nature. In a holistic perspective, the research focused on five particular cases, each corresponding to a Master's Degree. The research data were collected through: semi-structured interviews; questionnaire surveys (teachers and students) and specific documentary analysis of each Curricular Unit under study. For a better appreciation of the parameters of the «Transparency» dimension, an analysis guide was developed. Although the applied methodology does not allow generalizations, it was verified that the digital technologies: facilitated the accomplishment of the assessment tasks; facilitated the sharing of products and led to greater interest in the performance of the assessment tasks. In view of the data collected, and considering the «Transparency» dimension, it was found that: the most fragile parameter was «Visibility» and the most strengthened was «Impact».
Description
Keywords
Educação Ensino a distância Elearning Ensino superior Tecnologia digital Transparência Avaliação alternativa digital Digital technologies Digital alternative assessment Transparency Higher distance education
Citation
Oliveira, Ricardo - O contributo das tecnologias digitais na transparência da avaliação digital no contexto de educação superior a distância [Em linha]. [S.l.]: [s.n.], 2018. 2 vol.