Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/9702 |
Resumo: | Research has revealed extremely significant results as: a) systematic practices of formative assessment improve the students’ learning; b) students with more difficulties have great benefits of these practices (Black & William, 1998). These results are relevant if we attend to high levels of failure and dropout of higher education students in Portugal. The study of representations of teachers and students about teaching and assessment permit to characterize and sustain teaching and assessment practices establishing relationships with learning. Concerning the implications on teaching and assessment, it´s important identifying if conceptions and practices are consistent or not among themselves. Thus, for conceptualize change planes related with teaching and assessment practices, it would be necessary to know deeply what teachers and students think and make on these domains. This study makes part of a broader research in which, we wanted to understand the relationship among knowing, representations and experiences of teachers with their practices and learning promotion. For this study, we analyzed the results of a questionnaire, to understand the representations of teachers and students in the teaching, assessment and learning domains. The survey used a Likert-Type scale and it was organized into four areas: a) teaching-learning-assessment environment; b) teaching; c) learning and d) assessment. |
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Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e AlunosHigher EducationAssessment PracticesTeaching PracticesRepresentationsResearch has revealed extremely significant results as: a) systematic practices of formative assessment improve the students’ learning; b) students with more difficulties have great benefits of these practices (Black & William, 1998). These results are relevant if we attend to high levels of failure and dropout of higher education students in Portugal. The study of representations of teachers and students about teaching and assessment permit to characterize and sustain teaching and assessment practices establishing relationships with learning. Concerning the implications on teaching and assessment, it´s important identifying if conceptions and practices are consistent or not among themselves. Thus, for conceptualize change planes related with teaching and assessment practices, it would be necessary to know deeply what teachers and students think and make on these domains. This study makes part of a broader research in which, we wanted to understand the relationship among knowing, representations and experiences of teachers with their practices and learning promotion. For this study, we analyzed the results of a questionnaire, to understand the representations of teachers and students in the teaching, assessment and learning domains. The survey used a Likert-Type scale and it was organized into four areas: a) teaching-learning-assessment environment; b) teaching; c) learning and d) assessment.2014-01-16T18:03:35Z2014-01-162013-03-22T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://hdl.handle.net/10174/9702http://hdl.handle.net/10174/9702porhttp://www.lthe2013.uevora.pt/Prog_PT.phpsimnaonaoDPEamab@uevora.ptdfernandes@ie.ul.pt229Borralho, AntónioFernandes, Domingosinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:51:55Zoai:dspace.uevora.pt:10174/9702Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:03:45.222552Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
title |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
spellingShingle |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos Borralho, António Higher Education Assessment Practices Teaching Practices Representations |
title_short |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
title_full |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
title_fullStr |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
title_full_unstemmed |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
title_sort |
Práticas de Ensino e de Avaliação numa Instituição do Ensino Superior: Uma Discussão Acerca das Representações de Professores e Alunos |
author |
Borralho, António |
author_facet |
Borralho, António Fernandes, Domingos |
author_role |
author |
author2 |
Fernandes, Domingos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Borralho, António Fernandes, Domingos |
dc.subject.por.fl_str_mv |
Higher Education Assessment Practices Teaching Practices Representations |
topic |
Higher Education Assessment Practices Teaching Practices Representations |
description |
Research has revealed extremely significant results as: a) systematic practices of formative assessment improve the students’ learning; b) students with more difficulties have great benefits of these practices (Black & William, 1998). These results are relevant if we attend to high levels of failure and dropout of higher education students in Portugal. The study of representations of teachers and students about teaching and assessment permit to characterize and sustain teaching and assessment practices establishing relationships with learning. Concerning the implications on teaching and assessment, it´s important identifying if conceptions and practices are consistent or not among themselves. Thus, for conceptualize change planes related with teaching and assessment practices, it would be necessary to know deeply what teachers and students think and make on these domains. This study makes part of a broader research in which, we wanted to understand the relationship among knowing, representations and experiences of teachers with their practices and learning promotion. For this study, we analyzed the results of a questionnaire, to understand the representations of teachers and students in the teaching, assessment and learning domains. The survey used a Likert-Type scale and it was organized into four areas: a) teaching-learning-assessment environment; b) teaching; c) learning and d) assessment. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-03-22T00:00:00Z 2014-01-16T18:03:35Z 2014-01-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/conferenceObject |
format |
conferenceObject |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/9702 http://hdl.handle.net/10174/9702 |
url |
http://hdl.handle.net/10174/9702 |
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por |
language |
por |
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http://www.lthe2013.uevora.pt/Prog_PT.php sim nao nao DPE amab@uevora.pt dfernandes@ie.ul.pt 229 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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