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Conceções e práticas de feedback
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.24 MB | Adobe PDF |
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Abstract(s)
A avaliação formativa permite fazer uma ligação intrínseca entre o ensino e a aprendizagem. Nesse processo, o feedback desempenha um papel regulador essencial. Partindo da questão: quais as conceções e as práticas em relação ao feedback de professores do ensino secundário do agrupamento de escolas Olegário Tavares, realizámos um estudo de caso intrínseco numa abordagem, essencialmente, qualitativa e interpretativa, para investigar as conceções e as práticas de feedback dos professores deste agrupamento, considerando a sua perspetiva, mas também a dos estudantes.
Enquadrámos teoricamente o nosso estudo considerando os principais desenvolvimentos dos estudos sobre ensino e aprendizagem, bem como as atuais perspetivas sobre a avaliação, em especial sobre o feedback e as suas caraterísticas para que possa ser eficaz e contribuir para a regulação da aprendizagem. Como instrumentos de recolha de dados, recorremos ao questionário e às entrevistas aos professores assim como a entrevistas a grupos focais de alunos. Os dados quantitativos foram tratados usando análise estatística descritiva. Os dados qualitativos foram tratados com análise de conteúdo. Em síntese, os resultados revelaram que as conceções e as práticas de feedback dos professores são diversificadas, havendo casos em que o feedback é percebido de forma consistente com a literatura científica nesta área, ou seja, como um dos elementos fundamentais da avaliação formativa. Há também casos em que o feedback é percebido como um elemento tanto da avaliação sumativa como formativa, e casos em que o feedback é entendido como uma simples classificação.
Ou seja, verificamos que a noção sobre o papel do feedback e a sua relevância no processo de aprendizagem não está consolidada junto de uma parte significativa dos docentes. Do ponto de vista dos alunos, o feedback é visto como algo importante para a sua aprendizagem, mas em muitos casos consideram que a sua prática na sala de aula não é consistente.
Formative assessment makes it possible to make an intrinsic link between teaching and learning. In this process, feedback plays an essential regulatory role. Starting from the question: what are the conceptions and practices in relation to feedback from secondary education teachers in the Olegário Tavares school cluster, we carried out an intrinsic case study in an essentially qualitative and interpretative approach, to investigate the conceptions and practices of feedback of the teachers in this cluster, considering their perspective, but also that of the students. We theoretically framed our study considering the main developments in studies on teaching and learning, as well as current perspectives on assessment, in particular on feedback and its characteristics so that it can be effective and contribute to the regulation of learning. As instruments for data collection, we used a questionnaire and interviews with teachers, as well as interviews with focus groups of students. Quantitative data were treated using descriptive statistical analysis. Qualitative data were treated with content analysis. In summary, the results revealed that teachers' conceptions and practices of feedback are diverse, with cases in which feedback is perceived consistently with the scientific literature in this area, that is, as one of the fundamental elements of formative assessment. There are also cases where feedback is perceived as an element of both summative and formative assessment, and cases where feedback is understood as simple grading. In other words, we found that the notion of the role of feedback and its relevance in the learning process is not consolidated among a significant part of the teachers. From the students' point of view, feedback is seen as something important for their learning, but in many cases they consider that their practice in the classroom is not consistent.
Formative assessment makes it possible to make an intrinsic link between teaching and learning. In this process, feedback plays an essential regulatory role. Starting from the question: what are the conceptions and practices in relation to feedback from secondary education teachers in the Olegário Tavares school cluster, we carried out an intrinsic case study in an essentially qualitative and interpretative approach, to investigate the conceptions and practices of feedback of the teachers in this cluster, considering their perspective, but also that of the students. We theoretically framed our study considering the main developments in studies on teaching and learning, as well as current perspectives on assessment, in particular on feedback and its characteristics so that it can be effective and contribute to the regulation of learning. As instruments for data collection, we used a questionnaire and interviews with teachers, as well as interviews with focus groups of students. Quantitative data were treated using descriptive statistical analysis. Qualitative data were treated with content analysis. In summary, the results revealed that teachers' conceptions and practices of feedback are diverse, with cases in which feedback is perceived consistently with the scientific literature in this area, that is, as one of the fundamental elements of formative assessment. There are also cases where feedback is perceived as an element of both summative and formative assessment, and cases where feedback is understood as simple grading. In other words, we found that the notion of the role of feedback and its relevance in the learning process is not consolidated among a significant part of the teachers. From the students' point of view, feedback is seen as something important for their learning, but in many cases they consider that their practice in the classroom is not consistent.
Description
Keywords
Ensino Aprendizagem Avaliação formativa Feedback Regulação Teaching Learning Formative assessment Regulation
Pedagogical Context
Citation
Tavares, Olímpio Olegário Mendes - Conceções e práticas de feedback [Em linha]. [S.l.]: [s.n.], [2024], 239 p.