Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22826 |
Resumo: | This study has as its general objective the reflection on the action of an evaluative proposal as a pedagogical process, the work of conclusion of the course of Visual Communication, through the use of the rubric as an evaluative instrument. The starting point of this research is a classroom practice. This is a qualitative approach research that aims to favor the critical reflection on the evaluative action of the research teacher and author. As a methodology, Thiollent's Action Research (1986) is used and the analyzes were organized through the reflection process of the four actions proposed by Smyth (1992), based on the writings of Freire (1970): describe, inform, confront and reconstruct, allowing reflection on the evaluation experience as a learning process, with emphasis on the use of rubric as an instrument, in the Planning and Development of the Completion of Visual Communication Course curriculum components. The results suggest that this is a planned proposal that integrates learning, assessment and teaching, focused on the needs to clearly communicate aspects related to the student's evaluation process. It was identified that this process favors the communication of more transparent and coherent evaluation criteria in relation to the learning objectives, clarity about the requirements that will be considered in the evaluation and more involved students who review and reassess the work throughout the process. Through the results of the research it was realized that the use of the rubric, in addition to helping students know what they need to do to achieve a certain grade, can help teachers to think carefully and critically about what they are teaching and what Students need to learn by helping them consider what is important to teach and how to determine the levels at which their students will learn what will be taught. By confronting the proposed action, it was understood that it is possible to rethink the action so that it can be used in other contexts. It is believed that the study may encourage other teachers to use the rubric as an evaluative tool and contribute to other research |
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Gimenes, Nelson Antonio Simãohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8337129A9Ferraz, Rosina Paula Ferracciú2019-11-28T13:08:17Z2019-11-19Ferraz, Rosina Paula Ferracciú. Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica. 2019. 113 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22826This study has as its general objective the reflection on the action of an evaluative proposal as a pedagogical process, the work of conclusion of the course of Visual Communication, through the use of the rubric as an evaluative instrument. The starting point of this research is a classroom practice. This is a qualitative approach research that aims to favor the critical reflection on the evaluative action of the research teacher and author. As a methodology, Thiollent's Action Research (1986) is used and the analyzes were organized through the reflection process of the four actions proposed by Smyth (1992), based on the writings of Freire (1970): describe, inform, confront and reconstruct, allowing reflection on the evaluation experience as a learning process, with emphasis on the use of rubric as an instrument, in the Planning and Development of the Completion of Visual Communication Course curriculum components. The results suggest that this is a planned proposal that integrates learning, assessment and teaching, focused on the needs to clearly communicate aspects related to the student's evaluation process. It was identified that this process favors the communication of more transparent and coherent evaluation criteria in relation to the learning objectives, clarity about the requirements that will be considered in the evaluation and more involved students who review and reassess the work throughout the process. Through the results of the research it was realized that the use of the rubric, in addition to helping students know what they need to do to achieve a certain grade, can help teachers to think carefully and critically about what they are teaching and what Students need to learn by helping them consider what is important to teach and how to determine the levels at which their students will learn what will be taught. By confronting the proposed action, it was understood that it is possible to rethink the action so that it can be used in other contexts. It is believed that the study may encourage other teachers to use the rubric as an evaluative tool and contribute to other researchEste estudo tem por objetivo geral a reflexão sobre a ação de uma proposta avaliativa como processo pedagógico, do trabalho de conclusão do curso de Comunicação Visual, por meio da utilização da rubrica como instrumento avaliativo. O ponto de partida desta pesquisa é uma prática em sala de aula. Trata-se de uma pesquisa de abordagem qualitativa que pretende favorecer a reflexão crítica sobre a ação avaliativa da professora e autora da pesquisa. Como metodologia, utiliza-se a pesquisa-ação de Thiollent (1986) e as análises foram organizadas através do processo de reflexão das quatro ações propostas por Smyth (1992), embasadas nos escritos de Freire (1970): descrever, informar, confrontar e reconstruir, permitindo a reflexão sobre a experiência de avaliação como processo de aprendizagem, com ênfase no uso de rubrica como instrumento, nos componentes curriculares Planejamento e Desenvolvimento do Trabalho de Conclusão do Curso de Comunicação Visual. Os resultados sugerem tratar-se de uma proposta planejada, que integra aprendizagem, avaliação e ensino, e centrada nas necessidades de comunicar com clareza aspectos relacionados ao processo avaliativo do aluno. Identificou-se que tal processo favorece a comunicação de critérios avaliativos mais transparentes e coerentes em relação aos objetivos de aprendizagem, clareza quanto às exigências que serão consideradas na avaliação e alunos mais envolvidos que revisam e reavaliam o trabalho durante todo o processo. Através dos resultados da investigação, percebeu-se que o uso da rubrica, além de ajudar os alunos a saberem o que precisam fazer para alcançar uma determinada nota, pode auxiliar os professores a pensarem com cuidado e criticamente sobre o que estão ensinando e o que os alunos precisam aprender, ajudando-os a considerar o que é importante ensinar e como determinar os níveis em que seus alunos aprenderão o que será ensinado. Ao confrontar a ação proposta, entendeu-se que é possível repensar a ação para que possa ser utilizada em outros contextos. Acredita-se que o estudo possa estimular outros professores a utilizar a rubrica como instrumento avaliativo e contribuir com outras pesquisasapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51052/Rosina%20Paula%20Ferracci%c3%ba%20Ferraz.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoComunicação visualFormação profissionalEnsino técnicoRubricaVisual communicationOccupational trainingTechnical educationRubricCNPQ::CIENCIAS HUMANAS::EDUCACAOAvaliação como processo de aprendizagem: uma experiência com o uso de rubricainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRosina Paula Ferracciú Ferraz.pdf.txtRosina Paula Ferracciú Ferraz.pdf.txtExtracted texttext/plain220055https://repositorio.pucsp.br/xmlui/bitstream/handle/22826/4/Rosina%20Paula%20Ferracci%c3%ba%20Ferraz.pdf.txtd5dcf1e8275ad93f3f9cec18a664a4b9MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
title |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
spellingShingle |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica Ferraz, Rosina Paula Ferracciú Comunicação visual Formação profissional Ensino técnico Rubrica Visual communication Occupational training Technical education Rubric CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
title_full |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
title_fullStr |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
title_full_unstemmed |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
title_sort |
Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica |
author |
Ferraz, Rosina Paula Ferracciú |
author_facet |
Ferraz, Rosina Paula Ferracciú |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gimenes, Nelson Antonio Simão |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8337129A9 |
dc.contributor.author.fl_str_mv |
Ferraz, Rosina Paula Ferracciú |
contributor_str_mv |
Gimenes, Nelson Antonio Simão |
dc.subject.por.fl_str_mv |
Comunicação visual Formação profissional Ensino técnico Rubrica |
topic |
Comunicação visual Formação profissional Ensino técnico Rubrica Visual communication Occupational training Technical education Rubric CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Visual communication Occupational training Technical education Rubric |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study has as its general objective the reflection on the action of an evaluative proposal as a pedagogical process, the work of conclusion of the course of Visual Communication, through the use of the rubric as an evaluative instrument. The starting point of this research is a classroom practice. This is a qualitative approach research that aims to favor the critical reflection on the evaluative action of the research teacher and author. As a methodology, Thiollent's Action Research (1986) is used and the analyzes were organized through the reflection process of the four actions proposed by Smyth (1992), based on the writings of Freire (1970): describe, inform, confront and reconstruct, allowing reflection on the evaluation experience as a learning process, with emphasis on the use of rubric as an instrument, in the Planning and Development of the Completion of Visual Communication Course curriculum components. The results suggest that this is a planned proposal that integrates learning, assessment and teaching, focused on the needs to clearly communicate aspects related to the student's evaluation process. It was identified that this process favors the communication of more transparent and coherent evaluation criteria in relation to the learning objectives, clarity about the requirements that will be considered in the evaluation and more involved students who review and reassess the work throughout the process. Through the results of the research it was realized that the use of the rubric, in addition to helping students know what they need to do to achieve a certain grade, can help teachers to think carefully and critically about what they are teaching and what Students need to learn by helping them consider what is important to teach and how to determine the levels at which their students will learn what will be taught. By confronting the proposed action, it was understood that it is possible to rethink the action so that it can be used in other contexts. It is believed that the study may encourage other teachers to use the rubric as an evaluative tool and contribute to other research |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-11-28T13:08:17Z |
dc.date.issued.fl_str_mv |
2019-11-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Ferraz, Rosina Paula Ferracciú. Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica. 2019. 113 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22826 |
identifier_str_mv |
Ferraz, Rosina Paula Ferracciú. Avaliação como processo de aprendizagem: uma experiência com o uso de rubrica. 2019. 113 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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