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A avaliação formativa digital: projeto de intervenção numa escola
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Advisor(s)
Abstract(s)
A avaliação formativa ocorre durante os processos de ensino e de aprendizagem. As tecnologias digitais facilitam a aplicação da avaliação formativa, mas também colocam inúmeros desafios quer aos professores quer aos alunos. A avaliação formativa mediada pelo uso de ferramentas digitais faculta trabalho colaborativo,
tomada de novas decisões, execução de tarefas proporcionadoras de aprendizagem e feedback aos alunos. Esta comunicação visa apresentar uma intervenção a realizar numa escola secundária, através do desenvolvimento de um módulo de formação de professores acerca da avaliação formativa digital. A presente proposta, baseada numa metodologia de investigação-ação visa a melhoria das estratégias de avaliação
formativa dos alunos, centrada nos processos e nas situações de ensino e aprendizagem com recurso a tecnologias digitais, procura contribuir para a execução, com qualidade, de uma ação de melhoria no contexto do Plano de Ação Estratégica, concretizando assim o Projeto Educativo da Escola e/ou para a sua reformulação. Com esta proposta de investigação-ação-formação espera-se que os professores aprofundem as suas práticas de avaliação formativa digital e, deste modo, participem na melhoria das aprendizagens dos alunos.
Formative assessment occurs during teaching and learning processes. Digital technologies facilitate the application of formative assessment, but also pose numerous challenges for both teachers and students. The formative assessment mediated by the use of digital tools provides collaborative work, making new decisions, performing learning tasks and providing feedback to students. This communication aims to present an intervention to be carried out in a secondary school through the development of a teacher training module on digital formative assessment. The present proposal, based on an action research methodology, aims to contribute to the improvement of strategies for the formative assessment of students, focusing on processes and teaching and learning situations using digital technologies, aimed at contributing to the execution, with quality, of an improvement action in the context of the Strategic Action Plan, thus contributing to the implementation of the School's Educational Project and/or its reformulation. With this research-action-training proposal, teachers are expected to deepen their practices of digital formative assessment and, thus, contribute to the improvement of student learning.
Formative assessment occurs during teaching and learning processes. Digital technologies facilitate the application of formative assessment, but also pose numerous challenges for both teachers and students. The formative assessment mediated by the use of digital tools provides collaborative work, making new decisions, performing learning tasks and providing feedback to students. This communication aims to present an intervention to be carried out in a secondary school through the development of a teacher training module on digital formative assessment. The present proposal, based on an action research methodology, aims to contribute to the improvement of strategies for the formative assessment of students, focusing on processes and teaching and learning situations using digital technologies, aimed at contributing to the execution, with quality, of an improvement action in the context of the Strategic Action Plan, thus contributing to the implementation of the School's Educational Project and/or its reformulation. With this research-action-training proposal, teachers are expected to deepen their practices of digital formative assessment and, thus, contribute to the improvement of student learning.
Description
Challenges 2017. X Conferência Internacional de TIC na Educação, realizada na Universidade do Minho, Braga, de 8-10 de maio de 2017.
Keywords
Formação de professores Investigação-ação Avaliação digital para as aprendizagens Avaliação formativa Digital evaluation for learning Formative evaluation Teacher training Action researcher
Pedagogical Context
Citation
Publisher
Universidade do Minho. Centro de Competência