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O contributo da avaliação formativa no processo de produção textual no 1.º Ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
O presente relatório do projeto de investigação, intitulado O contributo da
avaliação formativa no processo de produção textual no 1.º Ciclo do Ensino Básico,
documenta um estudo que teve como principal objetivo verificar a influência desta
modalidade avaliativa no processo de produção textual. O feedback, elemento central da
avaliação formativa, serviu de instrumento de comunicação entre professor e alunos em
prol da superação das suas dificuldades.
Este estudo foi realizado numa turma do 3.º ano de escolaridade, no decurso do
estágio profissionalizante. A área curricular em que este incidiu foi o Português e foram
analisadas produções escritas dos alunos.
A questão orientadora do estudo foi a seguinte:
-Qual o contributo do feedback escrito na produção de textos?
Esta questão foi subdividida em duas questões:
-De que forma é que os alunos se apropriam do feedback transmitido pelo professor na
produção textual?
-De que forma é que os alunos se apropriam do feedback transmitido pelos colegas na
produção textual?
Em termos metodológicos, este estudo seguiu uma abordagem de caráter
qualitativo e interpretativo, próxima da investigação-ação. A recolha de dados foi feita
essencialmente por observação e pela entrevista. Foram analisadas com maior
profundidade produções de cinco alunos, sendo que, em três das produções, o feedback
foi dado pela professora e em duas delas, transmitido pelos próprios colegas de turma.
Os resultados deste estudo apontam para a ideia de que o feedback, enquanto
mediador da comunicação entre os intervenientes da ação, foi um enorme contributo para
a melhoria das produções textuais dos alunos, na sequência da implementação de
momentos de avaliação formativa, dado que os alunos que participaram no estudo
revelaram alguns progressos.
The present report of the research project, entitled. The contribution of Formative Assessment in the students' learning process, documents a study whose main goal was to verify the influence of this evaluative modality in the textual production process. Feedback, a central element of formative assessment, used as a communication tool between teacher and students in order to overcome their difficulties. This study was carried out in a 3rd year class of schooling, during the professional internship. The curricular area in which it was focused was Portuguese and the students' written productions were reviewed. The guiding question of the study was as follows: -What is the contribution of written feedback in the production of texts? This question was subdivided into two questions: -How do the students appropriate the feedback transmitted by the teacher in the textual production? -How do students appropriate the feedback transmitted by colleagues in textual production? In methodological terms, this study followed a qualitative and interpretive approach, close to action-research. Data collection was done mainly by observation and interview. The productions of five students were reviewed in greater depth, and in three of the productions, the feedback was given by the teacher and in two of them, transmitted by the classmates themselves. The results of this study point to the idea that feedback, as a mediator of communication between the stakeholders of the action, was a huge contribution to the improvement of students' textual productions, following the implementation of formative assessment moments, given that students who participated in the study revealed some progress.
The present report of the research project, entitled. The contribution of Formative Assessment in the students' learning process, documents a study whose main goal was to verify the influence of this evaluative modality in the textual production process. Feedback, a central element of formative assessment, used as a communication tool between teacher and students in order to overcome their difficulties. This study was carried out in a 3rd year class of schooling, during the professional internship. The curricular area in which it was focused was Portuguese and the students' written productions were reviewed. The guiding question of the study was as follows: -What is the contribution of written feedback in the production of texts? This question was subdivided into two questions: -How do the students appropriate the feedback transmitted by the teacher in the textual production? -How do students appropriate the feedback transmitted by colleagues in textual production? In methodological terms, this study followed a qualitative and interpretive approach, close to action-research. Data collection was done mainly by observation and interview. The productions of five students were reviewed in greater depth, and in three of the productions, the feedback was given by the teacher and in two of them, transmitted by the classmates themselves. The results of this study point to the idea that feedback, as a mediator of communication between the stakeholders of the action, was a huge contribution to the improvement of students' textual productions, following the implementation of formative assessment moments, given that students who participated in the study revealed some progress.
Description
Keywords
Avaliação no 1.º Ciclo do Ensino Básico Avaliação formativa no 1.º Ciclo do Ensino Básico Avaliação formativa nas produções textuais feedback e produção escrita no 1.º Ciclo do Ensino Básico Evaluation in the 1st Cycle of Basic Education Formative assessment in the 1st Cycle of Basic Education Formative assessment in textual productions Feedback and written production in the 1st Cycle of Basic Education