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Publication
Avaliação formativa na era digital: a perspetiva de um grupo de alunos do ensino secundário
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| 1.94 MB | Adobe PDF |
Authors
Casanova, Maria Prazeres
Rocha, Ana Paula
Amante, Lúcia
Oliveira, Isolina
Advisor(s)
Abstract(s)
A avaliação formativa desenvolve-se a par dos processos de ensino promovendo a regulação do ensino e da aprendizagem. Os estudos têm vindo a demonstrar como a mediação das tecnologias digitais facilita a avaliação formativa e a aprendizagem dos alunos. Não obstante, coloca desafios a professores e a alunos. Estes pressupõem que os diversos atores educativos possuam skills que favoreçam o uso de tecnologias digitais no desenvolvimento de novas pedagogias, considerando as necessidades formativas dos alunos. No estudo aqui apresentado, seguimos uma metodologia de investigação-ação para aferir o impacto da avaliação formativa digital, na aprendizagem dos alunos, e estabelecer um diálogo entre a teoria e a prática da
avaliação formativa digital que permitisse gerar conhecimento contextualizado e relevante. O trabalho de campo foi realizado numa escola secundária, tendo como participantes um grupo de alunos a frequentar o décimo ano. Esses alunos foram escolhidos em função do seu grupo de professores a quem foi proporcionada uma oficina de formação para a implementação de práticas avaliativas em ambientes digitais. A análise dos dados recolhidos, de natureza quantitativa e qualitativa, evidenciou a perspetiva dos alunos sobre a forma como a avaliação formativa digital contribui para melhorar a qualidade das aprendizagens, especialmente,
quando os processos privilegiam a cooperação e a interatividade entre os intervenientes. No presente artigo centramo-nos no objetivo de identificar o modo como as dimensões da cultura de avaliação digital foram integradas nas práticas avaliativas e quais as estratégias que os alunos consideraram de maior utilidade para a sua aprendizagem.
Formative assessment is an ongoing process that occurs alongside teaching and learning to provide feedback and guide improvement. It plays a crucial role in promoting the regulation of both teaching and learning, and recent studies have highlighted the potential of digital technologies to facilitate this process. However, the effective use of digital technologies for formative assessment presents challenges for both teachers and students. It requires all stakeholders to possess the necessary skills to leverage these technologies in the development of new pedagogies that are aligned with students’ learning needs. This study employs an action research methodology to investigate the impact of digital formative assessment on student learning. The study aims to establish a dialogue between theory and practice in this area, generating contextualized and relevant knowledge. The fieldwork was conducted in a secondary school with a group of 10th-grade students. The students were chosen based on the group of their teachers, who were provided with a training workshop on implementing assessment practices in digital environments. The analysis of the collected data, which included both quantitative and qualitative elements, revealed the students’ perspectives on how digital formative assessment contributes to improving the quality of learning, particularly when processes prioritize cooperation and interactivity among participants. This article focuses on identifying how the dimensions of digital assessment culture were integrated into assessment practices and the strategies that students considered most useful for their learning.
Formative assessment is an ongoing process that occurs alongside teaching and learning to provide feedback and guide improvement. It plays a crucial role in promoting the regulation of both teaching and learning, and recent studies have highlighted the potential of digital technologies to facilitate this process. However, the effective use of digital technologies for formative assessment presents challenges for both teachers and students. It requires all stakeholders to possess the necessary skills to leverage these technologies in the development of new pedagogies that are aligned with students’ learning needs. This study employs an action research methodology to investigate the impact of digital formative assessment on student learning. The study aims to establish a dialogue between theory and practice in this area, generating contextualized and relevant knowledge. The fieldwork was conducted in a secondary school with a group of 10th-grade students. The students were chosen based on the group of their teachers, who were provided with a training workshop on implementing assessment practices in digital environments. The analysis of the collected data, which included both quantitative and qualitative elements, revealed the students’ perspectives on how digital formative assessment contributes to improving the quality of learning, particularly when processes prioritize cooperation and interactivity among participants. This article focuses on identifying how the dimensions of digital assessment culture were integrated into assessment practices and the strategies that students considered most useful for their learning.
Description
Keywords
Avaliação formativa digital Processos avaliativos Dimensões da avaliação formativa Digital formative assessment Assessment processes Dimensions of formative assessment