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Cultura da avaliação e contextos digitais de aprendizagem: o modelo PrACT
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Abstract(s)
Com os novos cenários de aprendizagem decorrentes do desenvolvimento tecnológico e em particular da Web 2.0, torna-se necessário repensar o processo de ensino-aprendizagem e as práticas docentes, designadamente ao nível de estratégias de avaliação alinhadas com paradigmas mais recentes, onde novos conceitos e perspetivas dão lugar a uma nova cultura de avaliação. Esta nova perspetiva, opõe-se à “cultura psicométrica do teste” e tem por base o construtivismo social, encarando o estudante como um participante ativo que partilha a responsabilidade pelo processo de aprendizagem, que se envolve na avaliação que, por sua vez, deve assumir múltiplas e diversificadas formas. Que novos conceitos emergem nesta abordagem? Que modelos podem ancorar esta nova cultura de avaliação? Como desenhar um sistema de avaliação que garanta a qualidade desta nova abordagem? Como podem os novos media digitais contribuir para uma avaliação mais relevante? Partindo do trabalho empírico desenvolvido em pesquisas neste âmbito e do quadro conceptual do modelo PrACT (Praticabilidade, Consistência, Autenticidade e Transparência) (PEREIRA, OLIVEIRA & TINOCA, 2011; PEREIRA, OLIVEIRA & AMANTE, 2015) assume-se a cultura da avaliação como contraponto à cultura do teste e propõe-se uma abordagem edumétrica na análise da qualidade das novas formas de avaliação. Neste texto argumentamos sobre a importância de desenvolver e aplicar um quadro conceptual, com base no conceito de avaliação digital alternativa, que enquadre as práticas de avaliação e contribua para a sustentabilidade dessas práticas designadamente nos novos contextos de aprendizagem.
With the new learning scenarios arising from technological development and in particular of Web 2.0, it becomes necessary to rethink the teaching-learning process and teaching practices, namely at the level of evaluation strategies aligned with more recent paradigms, where new concepts and perspectives give way to a new evaluation culture. This new perspective opposes the "psychometric culture of the test" and is based on social constructivism, viewing the student as an active participant who shares responsibility for the learning process, which is involved in the evaluation that, in turn, must take on multiple and diversified forms. What new concepts emerge in this approach? What models can anchor this new evaluation culture? How to design an evaluation system that guarantees the quality of this new approach? How can new digital media contribute to a more relevant assessment? Based on the empirical work developed in researches in this field and on the conceptual framework of the PrACT (Practicability, Consistency, Authenticity and Transparency) model (PEREIRA, OLIVEIRA & TINOCA, 2011; PEREIRA, OLIVEIRA & AMANTE, 2015) counterpoint to the culture of the test and an edumetric approach is proposed in the evaluation of the quality of the new forms of evaluation. In this text, we argue about the importance of developing and applying a conceptual framework, based on the concept of alternative digital evaluation, that frames the evaluation practices and contributes to the sustainability of these practices, especially in the new learning contexts.
With the new learning scenarios arising from technological development and in particular of Web 2.0, it becomes necessary to rethink the teaching-learning process and teaching practices, namely at the level of evaluation strategies aligned with more recent paradigms, where new concepts and perspectives give way to a new evaluation culture. This new perspective opposes the "psychometric culture of the test" and is based on social constructivism, viewing the student as an active participant who shares responsibility for the learning process, which is involved in the evaluation that, in turn, must take on multiple and diversified forms. What new concepts emerge in this approach? What models can anchor this new evaluation culture? How to design an evaluation system that guarantees the quality of this new approach? How can new digital media contribute to a more relevant assessment? Based on the empirical work developed in researches in this field and on the conceptual framework of the PrACT (Practicability, Consistency, Authenticity and Transparency) model (PEREIRA, OLIVEIRA & TINOCA, 2011; PEREIRA, OLIVEIRA & AMANTE, 2015) counterpoint to the culture of the test and an edumetric approach is proposed in the evaluation of the quality of the new forms of evaluation. In this text, we argue about the importance of developing and applying a conceptual framework, based on the concept of alternative digital evaluation, that frames the evaluation practices and contributes to the sustainability of these practices, especially in the new learning contexts.
Description
Keywords
Aprendizagem Avaliação digital alternativa Cultura da avaliação Ddumetria Learning Alternative digital evalution Evaluation culture Edumetry
Citation
Amante, Lúcia; Oliveira, Isolina; Pereira, Alda - Cultura da avaliação e contextos digitais de aprendizagem : o modelo PrACT. "ReDOC: Revista Docência e Cibercultura" [Em linha]. ISSN 2594-9004. Vol. 1, nº 1 (2017). p. 135-150
Publisher
GPDOC