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Avaliação no 1º ciclo: o Portfólio enquanto contexto de aprendizagem
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| 3.81 MB | Adobe PDF |
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Abstract(s)
No ensino a que atualmente assistimos, deparamo-nos frequentemente com práticas de avaliação nas quais os alunos são expostos, em momentos específicos, a provas e a partir das quais são hierarquizados em função das suas notas. Face a esta prática de avaliação sumativa, surge a necessidade de considerar o desenvolvimento de práticas de avaliação formativa, cujo objetivo central é contribuir para a aprendizagem de todos os alunos.
Neste sentido, esta investigação visa entender de que modo a utilização do portefólio de cariz formativo se desenvolveu em sala de aula, com alunos do 1º Ciclo do Ensino Básico, e que contributos trouxe para a aprendizagem dos mesmos.
O estudo desenvolveu-se tendo por base uma abordagem qualitativa e de acordo com uma metodologia próxima da investigação-ação. O estudo foi desenvolvido numa sala de aula com alunos do 4º ano de escolaridade e a recolha de dados foi feita através da observação participante, de entrevistas, de inquéritos por questionário e análise documental. Para a análise de dados recorreu-se à análise de conteúdo.
Os resultados obtidos através da análise de dados permitem encarar o portefólio e a sua utilização enquanto contexto e instrumento que contribui de forma positiva para a aprendizagem dos alunos, uma vez que a autoavaliação e conhecimento das suas próprias aprendizagens parecem contribuir para evoluções significativas. Evoluções ao nível das competências de escrita, do sentido crítico, da capacidade de reflexão e dos métodos de organização.
We often encounter assessment practices in which students are exposed, at specific moments to the tests and from which they are hierarchized according to their grades. In view of this practice of summative assessment, there is a need to consider the development of formative assessment practices, whose central objective is to contribute to the learning of all students. In this sense, this research aims to understand how the use of the portfolio of formative nature developed in the classroom, with students of the first Cycle of Basic Education, and what contributions brought to. The study was developed based on a qualitative approach and according to a methodology close to action research. The study was developed in a classroom with fourth grade students and data collection was done through participant observation, interviews, questionnaire surveys and documentary analysis. For the analysis of data we used content analysis. The results obtained through data analysis allow us to view the portfolio and its use as a context and instrument that contributes in a positive way to students' learning, since self-evaluation and knowledge of their own learning seem to contribute to significant evolutions. Evolutions in terms of writing skills, critical thinking, thinking skills and methods of organization.
We often encounter assessment practices in which students are exposed, at specific moments to the tests and from which they are hierarchized according to their grades. In view of this practice of summative assessment, there is a need to consider the development of formative assessment practices, whose central objective is to contribute to the learning of all students. In this sense, this research aims to understand how the use of the portfolio of formative nature developed in the classroom, with students of the first Cycle of Basic Education, and what contributions brought to. The study was developed based on a qualitative approach and according to a methodology close to action research. The study was developed in a classroom with fourth grade students and data collection was done through participant observation, interviews, questionnaire surveys and documentary analysis. For the analysis of data we used content analysis. The results obtained through data analysis allow us to view the portfolio and its use as a context and instrument that contributes in a positive way to students' learning, since self-evaluation and knowledge of their own learning seem to contribute to significant evolutions. Evolutions in terms of writing skills, critical thinking, thinking skills and methods of organization.
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Keywords
Portefólio Avaliação formativa Autoavaliação Desenvolvimento de sentido crítico 1º Ciclo do ensino básico Portfolio Formative assessment Self-assessment Development of critical First cycle of basic education