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Avaliar para aprender: as questões de aula numa perspetiva de avaliação formativa
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| 706.29 KB | Adobe PDF |
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Abstract(s)
O presente relatório documenta o projeto de um estudo a realizar desenvolvido durante
a Unidade Curricular de Estágio IV, que tem como finalidade dar resposta à questão De que
modo é que as questões de aula com feedback escrito contribuem para a aprendizagem dos
alunos?. Devido à situação pandémica à escala global pela qual estamos a passar, o projeto
não foi aplicado, porém foi elaborado, em função de uma turma de 4º ano do ensino básico,
para que, futuramente possa vir a ser implementado, embora com alguns ajustes ao contexto
e ao grupo específico.
Esta proposta tem como principal objetivo mostrar a forma como a avaliação pode
servir a aprendizagem. Para que isso aconteça, recorre-se à prática de questões de aula, com
uso de feedback escrito, numa perspetiva de avaliação formativa. O feedback, ao promover a
autorregulação e metacognição, permite que os alunos se envolvam no processo de
aprendizagem e obtenham resultados positivos.
Em relação às opções metodológicas, o estudo enquadra-se numa abordagem de
investigação qualitativa, inserindo na metodologia de investigação sobre a prática. A recolha
de dados será feita através de observação participante e inquéritos por entrevista.
This report documents the project for a study developed during the Internship IV course unit. The purpose of the study is to answer how do class questions with written feedback contribute to the students’ learning. Due to the global pandemic, the study itself could not be accomplished. However, the project was developed based on the setting of a 4th grade class, so that it can be implemented in the future, although with some adjustments to the context and specific group. This project’s main purpose is to show how the evaluation process can serve learning. For this to happen, one should appeal to the practice of class questions used with written feedback, in a formative evaluation perspective. By promoting self-regulation and meta cognition, feedback allows the students to be involved in the learning process and get positive outcomes. Regarding the methodology, the study follows a qualitative investigation approach, fitting the method research on practice. The data collection will be based on participant observation and questionnaires through interviews.
This report documents the project for a study developed during the Internship IV course unit. The purpose of the study is to answer how do class questions with written feedback contribute to the students’ learning. Due to the global pandemic, the study itself could not be accomplished. However, the project was developed based on the setting of a 4th grade class, so that it can be implemented in the future, although with some adjustments to the context and specific group. This project’s main purpose is to show how the evaluation process can serve learning. For this to happen, one should appeal to the practice of class questions used with written feedback, in a formative evaluation perspective. By promoting self-regulation and meta cognition, feedback allows the students to be involved in the learning process and get positive outcomes. Regarding the methodology, the study follows a qualitative investigation approach, fitting the method research on practice. The data collection will be based on participant observation and questionnaires through interviews.
Description
Keywords
Avaliação Formativa Questão de aula Feedback Formative evaluation Class question