Loading...
Publication
Avaliação formativa, TIC e formação de adultos: um estudo exploratório no ensino secundário português
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 683.24 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Este artigo resulta de um estudo exploratório com três turmas de um curso de educação e
formação de adultos de nível secundário e dupla certificação na vertente de técnico de apoio à
gestão, no ano letivo 2012/2013, de que fomos coordenadoras e onde fomos formadoras. Tratandose
de formandos adultos, muitos deles afastados da Escola há vários anos, considerámos importante
conhecer a recetividade para as novas tecnologias e o ambiente 2.0; a destreza tecnológica; o (re)
conhecimento de um ambiente digital, decisivo na sociedade atual e valorizado profissionalmente.
Como opções metodológicas, recorremos à observação participante no LMS e à análise estatística.
Concluímos que todos os formandos adquiriram como rotina a utilização da Moodle, quer em
contexto de sala de aula como fora desta, para pesquisa dos materiais disponibilizados pelo
professor/formador e submeter as suas atividades.
Aferimos complementarmente que os adultos da turma em início do seu percurso adquiriram
destreza tecnológica ao nível mais básico e desenvolveram atividades ao nível das ferramentas 2.0.
Nesta turma, a avaliação formativa revelou-se determinante (dada a iliteracia tecnológica inicial),
tendo sido muito intensa e fundamental em todas as atividades realizadas. Nas restantes duas
turmas, revelaram autonomia tecnológica e destreza na execução das atividades com recurso a
ferramentas tecnológicas diversificadas, tendo sido nas apresentações eletrónicas e na criação de
um e-book que a avaliação formativa se revelou mais intensa e necessária. Em suma, confirmamos
que a avaliação formativa é um aspeto essencial do processo avaliativo, inclusive em contextos de
formação de adultos no ensino secundário.
This paper presents an exploratory study with three classes of a secondary level adult education and training course, with double certification [professional and academic] in the field of management assistance, during the academic year of 2012/2013, which we coordinated and in which we taught. Since we were dealing with adult students, many of whom had left school several years ago, we considered that it would be important to discover how receptive they were to new technologies and the 2.0 environment, and to find about their technological skills, their (re) acquaintance with the digital environment, vital in contemporary society and highly valued by employers. As for our methodological options, we did participant observation in LMS and chose statistical analysis. We concluded that all the students began to routinely use Moodle, both in and out of the classroom, in order to seek the elements provided by the teacher/trainer and to submit their activities. Additionally, we found that the adults in the beginners’ class acquired technological skills at the most basic level and performed activities using 2.0 tools. In this class, the formative assessment revealed to be crucial (in view of the initial technological illiteracy), and was very intense and essential in all the activities that took place. In the other two classes, the adults showed technological autonomy and easyness in performing their activities, using a variety of technological tools. The formative assessment was most intense and needed in the digital presentations and the creation of an e-book. In a word, we confirm that formative assessment is an essential aspect of the assessment process, including in the context of adult education at a secondary school level.
This paper presents an exploratory study with three classes of a secondary level adult education and training course, with double certification [professional and academic] in the field of management assistance, during the academic year of 2012/2013, which we coordinated and in which we taught. Since we were dealing with adult students, many of whom had left school several years ago, we considered that it would be important to discover how receptive they were to new technologies and the 2.0 environment, and to find about their technological skills, their (re) acquaintance with the digital environment, vital in contemporary society and highly valued by employers. As for our methodological options, we did participant observation in LMS and chose statistical analysis. We concluded that all the students began to routinely use Moodle, both in and out of the classroom, in order to seek the elements provided by the teacher/trainer and to submit their activities. Additionally, we found that the adults in the beginners’ class acquired technological skills at the most basic level and performed activities using 2.0 tools. In this class, the formative assessment revealed to be crucial (in view of the initial technological illiteracy), and was very intense and essential in all the activities that took place. In the other two classes, the adults showed technological autonomy and easyness in performing their activities, using a variety of technological tools. The formative assessment was most intense and needed in the digital presentations and the creation of an e-book. In a word, we confirm that formative assessment is an essential aspect of the assessment process, including in the context of adult education at a secondary school level.
Description
Keywords
Avaliação formativa TIC Autonomia Adultos Literacia tecnológica Formative assessment ICT Autonomy Adults Technological literacy
Citation
Rocha, Maria Antonieta Rocha; Cardoso, Teresa - Avaliação formativa, TIC e formação de adultos: um estudo exploratório no ensino secundário português. "Indagatio Didactica" [Em linha]. ISSN 1647-3582. Vol. 8, nº 2 (julho 2016), p. 134-150
Publisher
CIDTFF - Indagatio Didactica