Browsing by Author "Santos, Leonor"
Now showing 1 - 10 of 21
Results Per Page
Sort Options
- Articular a avaliação sumativa com a formativa para a aprendizagem de todos os alunosPublication . Santos, Leonor; Pinto, JorgeDe forma a ser possível ao professor na sala de aula desenvolver práticas de avaliação formativa, potenciadoras de aprendizagem (Black & Wiliam, 2003), é necessário enquadrá-las na prática profissional institucionalmente estabelecida. Mas a articulação entre práticas de avaliação sumativa e formativa (APASF) é complexa (Bennett, 2011) e carece de ser aprofundada (Taras, 2005).
- Articulating summative and formative assessment practicesPublication . Santos, Leonor; Pinto, Jorge
- Assessment for learning in first years of schoolingPublication . Pinto, Jorge; Santos, Leonor
- Assessment for learning in Norway and PortugalPublication . Nortvedt, Guri A.; Santos, Leonor; Pinto, JorgeIn this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that might explain the assessment practices previously observed in the two countries. Many similarities are found at the school and national levels. In particular, AfL is introduced as a national policy in both countries. Still, AfL practices are not common in primary mathematics classrooms in either country, although this is true for different reasons in each country. It is suggested that the assessment culture caused by national policies, such as curriculum reforms, national professional development projects and teacher autonomy, explains the similarities in the observed outcomes.
- Auto-avaliação regulada em matemática: dizer antes de fazerPublication . Santos, Leonor; Pinto, Jorge; UNESPEsse artigo diz respeito a um estudo desenvolvido com alunos do ensino secundário em Matemática, onde se introduziu ao longo de todo um ano lectivo uma prática intencional de avaliação reguladora. Esta prática consistiu numa estratégia pedagógica em que os alunos tinham de interpretar a tarefa proposta, descreverem por escrito a estratégia de resolução e posteriormente resolverem-na. Coube ao professor dar feedback às produções dos alunos, variando ao longo do ano a sua incidência. Optou-se por uma metodologia interpretativa, recorrendo-se à observação, com registo áudio, e à análise documental das produções dos alunos, do diário de bordo e reflexões do professor. Este estudo evidencia que esta estratégia é potenciadora de aprendizagem, contribui para os alunos reformularem raciocínios erróneos e evita a persistência de erros ou incompreensões. Por ser contrária a uma prática corrente, levanta contudo dificuldades aos alunos e desafia o professor a reflectir e a interagir com outros.
- Challenges in the articulation between summative and formative assessment practicesPublication . Santos, Leonor; Pinto, Jorge
- Contributions pour un dialogue entre l'évaluation formative et sommativePublication . Pinto, Jorge; Santos, LeonorDéveloppée dans un contexte de formation de maîtres, cette étude est basée sur la possible contribution de l'évaluation formative pour l’apprentissage et pour la préparation de l’évaluation sommative. Ayant comme point de départ les pratiques existantes en salle de classe de CM2, et après avoir constaté qu’elles ne constituaient pas une aide pour les élèves, l’institutrice stagiaire, en association avec l’institutrice de la classe, a proposé de changer les pratiques de forme à les rendre plus utiles pour l’apprentissage des élèves. En ce sens, l’option a été l’application en deux phases de fiches de travail de Estudo do Meio (Découvrir le Monde). Le feedback donné à la première version de la résolution des fiches a permis, en une seconde phase, leur correction en groupe de deux, en tenant compte des feedbacks. Ayant suivi une méthodologie basée sur les pratiques de la classe, la recherche de données a été faite à travers l’observation de classes, des entretiens avec trois paires d’élèves et la recueil de documents, notamment des productions d’élèves, le feedback donné et les notes attribuées aux élèves à la fin de chaque trimestre. Les résultats obtenus mettent en évidence que les élèves ont réussi à améliorer leur performance grâce au feedback, dans un contexte de travail de pairs. Les apprentissages réalisés ont été confirmés par les meilleurs résultats obtenus par les élèves dans l’épreuve sommative trimestrielle de l’école.
- Da selha da roupa à forma do boloPublication . Boavida, Ana Maria; Oliveira, Hélia; Santos, Leonor; Carreira, Susana
- The development of self-regulation through assessment criteriaPublication . Santos, Leonor; Pinto, JorgeSelf-regulation is essential for learning, but it is neither innate, nor spontaneous. It is imperative for the subject to clear up the reference in order to have an effective auto-regulation. The teacher has the responsibility to create opportunities for students to construct this reference, in order to permit the appropriation of the learning objectives' meaning. This study seeks to understand the contribution of using assessment criteria to the development of self-regulation. In particular, this article looks to answer the following questions: How can the construction and the use of assessment criteria in an interaction process contribute to the development of self-regulation of primary students? Which difficulties arise for the students in this process? This paper reports a meta-analysis of two studies of six and eleven-year-old students using an interpretive approach. Data collection was based on student interviews, participant observation of classes and documental evidence. The analysis considered three phases of self-regulation: understanding what we did, comparing with what is expected to do and planning what needs to be accomplished and the difficulties arisen by the process. The final results show that the criteria are gradually starting to be considered as a guide. When reflecting on what they did (supported by the criteria), the perception that they are not punished for their mistakes facilitates the clarification of their difficulties and the request for help to the teacher. The participative construction of the assessment criteria contributes to the understanding of what is expected of them. Self-regulation is a socially constructed process. The progressive work with the assessment criteria contributes to the development of self-regulation. In primary education, the establishment of strategies to pursue, which is the phase of selfregulation least achieved by students of these ages, depends mainly on the support provided by teacher´s action.
- Diferenciação pedagógica na formaçãoPublication . Pinto, Jorge; Lopes, José Joaquim Mateus; Santos, Leonor; Brilha, João Pedro Pereira
- «
- 1 (current)
- 2
- 3
- »