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Avaliação de alunos: um modelo de formação de professores para a melhoria das aprendizagens em B-learning no 3.º ciclo e secundário.
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| 5.85 MB | Adobe PDF |
Authors
Rocha, Ana Paula
Oliveira, Isolina
Amante, Lúcia
Casanova, Prazeres
Advisor(s)
Abstract(s)
A presente investigação-ação, de caraterísticas qualitativas, constitui um estudo
desenvolvido na formação de professores, segundo o modelo b-learning,
conjugando contextos de aprendizagem digital e colaborativa com conceitos do
domínio da avaliação. O quadro de referência da avaliação de competências em
ambiente digital constituiu a matriz conceptual, segundo a qual as propostas de
avaliação, o seu desenho, execução e feedback são mediados pelas tecnologias,
promovendo a autorreflexão, a metacognição e o desenvolvimento pretendido.
Desenhámos um plano formativo com dois objetivos: obter conhecimento sobre o
modo como é praticada a avaliação de natureza formativa, no quotidiano das salas
de aula do 3º ciclo e ensino secundário, e proporcionar desafios aos professores para
a integração de novas modalidades de avaliação da aprendizagem dos alunos. A
recolha de dados apontou evidências sobre as potencialidades e constrangimentos
do recurso a este cenário de aprendizagem e avaliação. Os resultados permitiram
caraterizar as práticas de avaliação dos professores, ainda de natureza tradicional, o
modo como começam a incorporar as tecnologias na avaliação dos alunos e o tipo
de ferramentas digitais que utilizam na regulação das aprendizagens, indicativo de
escassa fluência no seu domínio.
The current action research was developed in teacher training with qualitative characteristics, and used a blended learning model. This model combined both digital and collaborative learning contexts with assessment concepts. A conceptual matrix provided the framework for the assessment of competences in a digital environment, therefore, the assessment, its design, the elaboration and feedback were facilitated by technologies that endorse self-reflection, metacognition and the required progress. A teacher training plan was designed with two purposes. To begin with, it wanted to obtain knowledge about the ways in which formative assessment is used on a regular basis in intermediate and secondary classes. A second goal was to provide challenges for teachers to integrate the new strategies in the students’ learning assessment. The data that were collected, gave proof of both the opportunities and restrictions of this learning and evaluating situation. The results have made it possible to characterise the teachers' evaluation practices (still of a traditional nature). They have also showed how teachers include technologies (at a beginner’s level) in the students’ assessment. Furthermore, it has been made clear which digital tools they use in the learning regulation (revealing only little confidence in this area).
The current action research was developed in teacher training with qualitative characteristics, and used a blended learning model. This model combined both digital and collaborative learning contexts with assessment concepts. A conceptual matrix provided the framework for the assessment of competences in a digital environment, therefore, the assessment, its design, the elaboration and feedback were facilitated by technologies that endorse self-reflection, metacognition and the required progress. A teacher training plan was designed with two purposes. To begin with, it wanted to obtain knowledge about the ways in which formative assessment is used on a regular basis in intermediate and secondary classes. A second goal was to provide challenges for teachers to integrate the new strategies in the students’ learning assessment. The data that were collected, gave proof of both the opportunities and restrictions of this learning and evaluating situation. The results have made it possible to characterise the teachers' evaluation practices (still of a traditional nature). They have also showed how teachers include technologies (at a beginner’s level) in the students’ assessment. Furthermore, it has been made clear which digital tools they use in the learning regulation (revealing only little confidence in this area).
Description
Challenges 2017. Conferência Internacional de Tecnologias de Informação e Comunicação na Educação, realizada em Braga de 8-10 de maio de 2017.
Keywords
Avaliação formativa Aprendizagem colaborativa Formação de professores Avaliação digital Formative assessment Digital evaluation Teacher training Collaborative learning
Citation
Rocha, Ana Paula [et al.] - Avaliação de alunos: um modelo de formação de professores para a melhoria das aprendizagens em B-learning no 3.º ciclo e secundário. In Challenges 2017. Conferência Internacional de TIC na Educação, 10, Braga, 2017 - "Aprender nas nuvens [Em linha]: Learning in the clouds: atas". Braga: Universidade do Minho. Centro de Competência, 2017. ISBN 978-989-97374-5-7. p. 1355-1369
Publisher
Universidade do Minho. Centro de Competência