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Abstract(s)
A presente investigação insere-se no âmbito da avaliação em Educação. Constitui um estudo desenvolvido na formação de professores, segundo o modelo blearning, conjugando contextos de aprendizagem digital e colaborativa com conceitos do domínio da avaliação. O quadro de referência da avaliação de competências em ambiente digital, segundo o qual as propostas de avaliação, o seu desenho, execução e feedback são mediados pelas tecnologias, promovendo a autorreflexão, a metacognição e o desenvolvimento pretendido, constituiu a pedra basilar. Os alicerces teóricos fundamentaram-se na avaliação para as aprendizagens, nomeadamente, nas quatro dimensões da matriz conceptual para a avaliação alternativa digital (autenticidade, consistência, transparência e praticabilidade (Pereira, Oliveira, Tinoca, Pinto, & Amante, 2015)). Neste estudo adotámos uma abordagem metodológica de natureza qualitativa e interpretativa tendo desenhado um projeto formativo. O trabalho seguiu uma metodologia de investigação-ação com recurso à estratégia de intervenção-reflexão. Estipulámos os seguintes objetivos: a) compreender como se caraterizam as práticas de avaliação formativa que têm lugar na sala de aula no quotidiano das salas de aula dos professores envolvidos na formação; b) clarificar se os professores integram a dimensão tecnológica quando desenham e executam a avaliação; e c) identificar que ferramentas digitais utilizam na regulação da aprendizagem dos alunos. Foi nossa finalidade proporcionar desafios aos professores para a inclusão de novas modalidades de avaliação da aprendizagem dos alunos segundo um modelo de ensino presencial que adotasse práticas colaborativas de elearning socioconstrutivistas. As propostas formativas apontaram caminhos para que a incorporação de ferramentas digitais, nas práticas de avaliação formativa e feedback, passasse a ser considerada como um processo intrinsecamente pedagógico, didático, deliberado e interativo. As sessões de formação para professores, ancoraram-se numa ação de melhoria de Escola, sobre avaliação formativa. Neste relatório caracterizaremos os processos de formação e construção de conhecimento dos participantes e evidenciaremos as características da investigação-ação e da supervisão dos contextos criados. A recolha de dados apontou evidências sobre as potencialidades e constrangimentos do recurso a um cenário em que os procedimentos de avaliação formativa ocorrem em ambiente digital de aprendizagem. Os resultados permitiram caraterizar as práticas de avaliação dos professores, ainda com pendor 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 research was developed in the context of evaluation in Education. It is a study enrooted in teachers’ training, which used a blended learning model, combining both digital and collaborative 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. The theoretical foundations were grounded on the assessment of learning, and particularly, in the four dimensions of the conceptual matrix for digital alternative evaluation (authenticity, consistency, transparency and practicality) (Pereira, Oliveira, Tinoca, Pinto, & Amante, 2015). We adopted a methodological approach of a qualitative and interpretive nature and designed an in service teacher training plan. The work followed an actionresearch methodology using an intervention-reflection strategy. We established the following objectives: a) to understand how the evaluation of a formative nature, is characterized in the practices of the teachers involved in the training; b) to clarify whether teachers integrate the technological dimension when the students’ assessment is designed and executed; and c) to identify what digital tools are used in the regulation of student learning. We aimed at providing challenges for teachers through the inclusion of new strategies for the evaluation of students' competences, according to a blended learning model which adopts collaborative social constructivist practices. The training plan pointed out ways in which the incorporation of digital tools, in the practices of formative assessment and feedback, can become an intrinsically pedagogical, didactic, deliberate and interactive process. The teachers’ training sessions were anchored in a School improvement plan, on formative assessment. In this report the participants’ development and construction knowledge processes will be characterized and the action research characteristics of the training contexts will be highlighted. 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 characterize 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 research was developed in the context of evaluation in Education. It is a study enrooted in teachers’ training, which used a blended learning model, combining both digital and collaborative 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. The theoretical foundations were grounded on the assessment of learning, and particularly, in the four dimensions of the conceptual matrix for digital alternative evaluation (authenticity, consistency, transparency and practicality) (Pereira, Oliveira, Tinoca, Pinto, & Amante, 2015). We adopted a methodological approach of a qualitative and interpretive nature and designed an in service teacher training plan. The work followed an actionresearch methodology using an intervention-reflection strategy. We established the following objectives: a) to understand how the evaluation of a formative nature, is characterized in the practices of the teachers involved in the training; b) to clarify whether teachers integrate the technological dimension when the students’ assessment is designed and executed; and c) to identify what digital tools are used in the regulation of student learning. We aimed at providing challenges for teachers through the inclusion of new strategies for the evaluation of students' competences, according to a blended learning model which adopts collaborative social constructivist practices. The training plan pointed out ways in which the incorporation of digital tools, in the practices of formative assessment and feedback, can become an intrinsically pedagogical, didactic, deliberate and interactive process. The teachers’ training sessions were anchored in a School improvement plan, on formative assessment. In this report the participants’ development and construction knowledge processes will be characterized and the action research characteristics of the training contexts will be highlighted. 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 characterize 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
Relatório de investigação de Pós-Doutoramento na especialidade de Educação a Distância e Elearning
Keywords
Avaliação formativa Avaliação digital Formação de professores Aprendizagem colaborativa Formative assessment Digital evaluation Teacher training Collaborative learning