Instrumento de avaliação da escrita: repertório inicial

• Autor(a) principal: Coimbra, Cláudia Stefânia Figueiredo Neves
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16194
• topic: Escrita; Avaliação; Ensino Fundamental; Análise do comportamento; Writing; Evaluation; Elementary School; Behavior analysis; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

Writing is a mean by which individuals communicate other events of the public or private world, even at different times and locations. In the Behavior Analysis, the writing is understood as a class of responses of an individual, which occurs under certain conditions, and has consequences in the environment that is retroactive about its future occurrence. The writing process can be considered as the essential verbal operant, the intraverbals, which possibly arise because of those operating in the course of issuing and the autoclitic structure (Skinner [1957] 1992). Within the official written evaluations, Provinha Brazil can be understood as an auxiliary instrument to the teacher. However, it no longer has the function of evaluating the writing. The written assessment research field consists predominantly of the activity of dictated words and / or phrases, with cases of evaluation of a textual production. Little or no information about what must be assessed in a textual production is shown, or the authors demonstrate them with the use of imprecise terms. Therefore, this study aimed to formulate, implement and analyze a writing assessment tool (IAEs-I) for children in Cycle I of the elementary school, in order to subsidize the work of teachers. To this end, the method was divided into development: (activities, stimuli, instructions and sequences), application: (participants, location, material and procedure) and the student's materials (answer sheets). The IAEs-I was applied to two groups, one for the 3rd graders and another for the 5th graders of the elementary school. The results showed that the instrument was able to identify and differentiate the repertoires of students from both groups, in most of the activities. Modifications were suggested according to the activities, stimuli, instructions and materials, in specific cases. In future studies the IAEs-I can be applied in various grade levels and different educational contexts, in addition to training teachers to use it