Instrumentos de avaliação formativa : panorama e percepção docente
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/11519 |
Resumo: | This study aims at the formative assessment of school learning. It focuses on the use of evaluation techniques and instruments for formative evaluation. The research was justified due to the fact that in the Brazilian empirical researches, raised for the period from 2010 to 2015, few in depth portraying the use of techniques and instruments in favor of formative evaluation, as well as lack of discussion of the use of these for the teacher to give feedback to the student about his / her learning path and for the teacher to reorganize his / her pedagogical practice. Concerned with the questions: What assessment techniques and instruments are used by teachers? Why are they chosen? Thus, it is sought to understand the choice of techniques and instruments of evaluation by teachers in view of the formative evaluation. Specifically it is proposed 1) To describe the conceptions of evaluation in the school context; 2) Identify the type of assessment techniques and instruments used by teachers; 3) Systematize the reasons and / or reasons for teachers' choice of techniques and assessment tools. After having carried out a review of the scientific literature on formative evaluation and an analysis of the recent academic production in Brazil, as well as an analysis of the educational legislation regarding the concept of the evaluation represented in it, we opted for a field research of a qualitative nature, quantitative study by means of a descriptive study in two schools of the public elementary school I, carrying out the application of a questionnaire, a collective interview with the teaching staff of the participating schools and an individual with the pedagogical coordination of each school. In addition, the Political Pedagogical Project was analyzed. This research evidenced that the teachers of the participating schools in common use in their pedagogical practice as evaluation instruments the written test, homework, class task. On the one hand, these instruments are chosen to give comfort to the teacher in his pedagogical work and to satisfy the request of the students' parents and the pedagogical coordination of the school. On the other hand, the instruments are chosen by the teachers to make a self-analysis of their pedagogical practice and, possibly, to reorganize it and the student to understand their potentialities and weaknesses. |
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Conceição, José Luis Monteiro daSchmitz, Heike2019-07-19T00:00:28Z2019-07-19T00:00:28Z2018-02-27CONCEIÇÃO, José Luis Monteiro da. Instrumentos de avaliação formativa : panorama e percepção docente. 2018. 95 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/11519This study aims at the formative assessment of school learning. It focuses on the use of evaluation techniques and instruments for formative evaluation. The research was justified due to the fact that in the Brazilian empirical researches, raised for the period from 2010 to 2015, few in depth portraying the use of techniques and instruments in favor of formative evaluation, as well as lack of discussion of the use of these for the teacher to give feedback to the student about his / her learning path and for the teacher to reorganize his / her pedagogical practice. Concerned with the questions: What assessment techniques and instruments are used by teachers? Why are they chosen? Thus, it is sought to understand the choice of techniques and instruments of evaluation by teachers in view of the formative evaluation. Specifically it is proposed 1) To describe the conceptions of evaluation in the school context; 2) Identify the type of assessment techniques and instruments used by teachers; 3) Systematize the reasons and / or reasons for teachers' choice of techniques and assessment tools. After having carried out a review of the scientific literature on formative evaluation and an analysis of the recent academic production in Brazil, as well as an analysis of the educational legislation regarding the concept of the evaluation represented in it, we opted for a field research of a qualitative nature, quantitative study by means of a descriptive study in two schools of the public elementary school I, carrying out the application of a questionnaire, a collective interview with the teaching staff of the participating schools and an individual with the pedagogical coordination of each school. In addition, the Political Pedagogical Project was analyzed. This research evidenced that the teachers of the participating schools in common use in their pedagogical practice as evaluation instruments the written test, homework, class task. On the one hand, these instruments are chosen to give comfort to the teacher in his pedagogical work and to satisfy the request of the students' parents and the pedagogical coordination of the school. On the other hand, the instruments are chosen by the teachers to make a self-analysis of their pedagogical practice and, possibly, to reorganize it and the student to understand their potentialities and weaknesses.Este estudo tem como objeto a avaliação formativa da aprendizagem escolar. Focaliza-se no uso das técnicas e instrumentos da avaliação em prol da avaliação formativa. A pesquisa justificou-se devido ao fato de que nas pesquisas empíricas brasileiras, levantadas para o período de 2010 a 2015, poucas retratando de forma aprofundada sobre o uso de técnicas e instrumentos em prol da avaliação formativa, bem como ausência de discussão do uso destes para o professor dar feedback ao aluno sobre seu percurso de aprendizagem e para o próprio professor reorganizar sua prática pedagógica. Inquietou-se com as perguntas: Quais as técnicas e instrumentos de avaliação são utilizados pelos professores? Por que são escolhidos? Assim, busca-se compreender a escolha de técnicas e instrumentos de avaliação pelos professores tendo em vista a avaliação formativa. Especificamente propõe-se 1) Descrever as concepções de avaliação no contexto escolar; 2) Identificar os tipos de técnicas e instrumentos de avaliação usados pelos professores; 3) Sistematizar as razões e/ou motivos da escolha de técnicas e determinados instrumentos de avaliação pelos professores. Depois ter realizada uma revisão da literatura científica sobre a avaliação formativa e uma análise da produção acadêmica recente no Brasil, como também uma análise da legislação educacional a respeito do conceito da avaliação nela representada, optou-se por uma pesquisa de campo de natureza quali-quantitativa por meio de um estudo descritivo em duas escolas da rede pública do Ensino Fundamental I, realizando a aplicação de um questionário, uma entrevista coletiva com o corpo docente das escolas participantes e uma individual com a coordenação pedagógica de cada escola. Além disso, foi analisados o Projeto Político Pedagógico. Esta pesquisa evidenciou que os professores das escolas participantes em comum costumam usar em sua prática pedagógica como instrumentos avaliativos a prova escrita, tarefa de casa, tarefa de classe. Por um lado, esses instrumentos são escolhidos para dar comodidade ao professor em seu trabalho pedagógico e satisfazer a solicitação dos pais dos alunos e da coordenação pedagógica da escola. Por outro lado, os instrumentos são escolhidos pelos professores para fazer uma autoanálise da sua prática pedagógica e, possivelmente, reorganizá-la e o aluno compreender as suas potencialidades e fraquezas.São Cristóvão, SEporEducaçãoAprendizagemAvaliação educacionalEnsinoFeedbackLearningEducational evaluationFormative evaluationTeachingCIENCIAS HUMANAS::EDUCACAOInstrumentos de avaliação formativa : panorama e percepção docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTJOSE_LUIS_MONTEIRO_CONCEICAO.pdf.txtJOSE_LUIS_MONTEIRO_CONCEICAO.pdf.txtExtracted texttext/plain203288https://ri.ufs.br/jspui/bitstream/riufs/11519/3/JOSE_LUIS_MONTEIRO_CONCEICAO.pdf.txt1e9e9e4790a9c889e6f05d5cd0800cc0MD53THUMBNAILJOSE_LUIS_MONTEIRO_CONCEICAO.pdf.jpgJOSE_LUIS_MONTEIRO_CONCEICAO.pdf.jpgGenerated Thumbnailimage/jpeg1209https://ri.ufs.br/jspui/bitstream/riufs/11519/4/JOSE_LUIS_MONTEIRO_CONCEICAO.pdf.jpg9bc80cc0595a21fa23977dd238314925MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/11519/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJOSE_LUIS_MONTEIRO_CONCEICAO.pdfJOSE_LUIS_MONTEIRO_CONCEICAO.pdfapplication/pdf802492https://ri.ufs.br/jspui/bitstream/riufs/11519/2/JOSE_LUIS_MONTEIRO_CONCEICAO.pdf5f364c8449291396877ca618065233a1MD52riufs/115192019-07-18 21:00:33.629oai:ufs.br:riufs/11519TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvcihlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyIHNldSB0cmFiYWxobyBubyBmb3JtYXRvIGVsZXRyw7RuaWNvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRlIFNlcmdpcGUgcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIHNldSB0cmFiYWxobyBwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgZGUgc2V1IHRyYWJhbGhvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIHNldSB0cmFiYWxobyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyBuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0bywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgbsOjbyBpbmZyaW5nZSBkaXJlaXRvcyBhdXRvcmFpcyBkZSBuaW5ndcOpbS4KCkNhc28gbyB0cmFiYWxobyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvLgoKQSBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUocykgb3UgbyhzKSBub21lKHMpIGRvKHMpIApkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRvIHRyYWJhbGhvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIGNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuIAo=Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-07-19T00:00:33Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Instrumentos de avaliação formativa : panorama e percepção docente |
title |
Instrumentos de avaliação formativa : panorama e percepção docente |
spellingShingle |
Instrumentos de avaliação formativa : panorama e percepção docente Conceição, José Luis Monteiro da Educação Aprendizagem Avaliação educacional Ensino Feedback Learning Educational evaluation Formative evaluation Teaching CIENCIAS HUMANAS::EDUCACAO |
title_short |
Instrumentos de avaliação formativa : panorama e percepção docente |
title_full |
Instrumentos de avaliação formativa : panorama e percepção docente |
title_fullStr |
Instrumentos de avaliação formativa : panorama e percepção docente |
title_full_unstemmed |
Instrumentos de avaliação formativa : panorama e percepção docente |
title_sort |
Instrumentos de avaliação formativa : panorama e percepção docente |
author |
Conceição, José Luis Monteiro da |
author_facet |
Conceição, José Luis Monteiro da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Conceição, José Luis Monteiro da |
dc.contributor.advisor1.fl_str_mv |
Schmitz, Heike |
contributor_str_mv |
Schmitz, Heike |
dc.subject.por.fl_str_mv |
Educação Aprendizagem Avaliação educacional Ensino |
topic |
Educação Aprendizagem Avaliação educacional Ensino Feedback Learning Educational evaluation Formative evaluation Teaching CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Feedback Learning Educational evaluation Formative evaluation Teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study aims at the formative assessment of school learning. It focuses on the use of evaluation techniques and instruments for formative evaluation. The research was justified due to the fact that in the Brazilian empirical researches, raised for the period from 2010 to 2015, few in depth portraying the use of techniques and instruments in favor of formative evaluation, as well as lack of discussion of the use of these for the teacher to give feedback to the student about his / her learning path and for the teacher to reorganize his / her pedagogical practice. Concerned with the questions: What assessment techniques and instruments are used by teachers? Why are they chosen? Thus, it is sought to understand the choice of techniques and instruments of evaluation by teachers in view of the formative evaluation. Specifically it is proposed 1) To describe the conceptions of evaluation in the school context; 2) Identify the type of assessment techniques and instruments used by teachers; 3) Systematize the reasons and / or reasons for teachers' choice of techniques and assessment tools. After having carried out a review of the scientific literature on formative evaluation and an analysis of the recent academic production in Brazil, as well as an analysis of the educational legislation regarding the concept of the evaluation represented in it, we opted for a field research of a qualitative nature, quantitative study by means of a descriptive study in two schools of the public elementary school I, carrying out the application of a questionnaire, a collective interview with the teaching staff of the participating schools and an individual with the pedagogical coordination of each school. In addition, the Political Pedagogical Project was analyzed. This research evidenced that the teachers of the participating schools in common use in their pedagogical practice as evaluation instruments the written test, homework, class task. On the one hand, these instruments are chosen to give comfort to the teacher in his pedagogical work and to satisfy the request of the students' parents and the pedagogical coordination of the school. On the other hand, the instruments are chosen by the teachers to make a self-analysis of their pedagogical practice and, possibly, to reorganize it and the student to understand their potentialities and weaknesses. |
publishDate |
2018 |
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2018-02-27 |
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2019-07-19T00:00:28Z |
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2019-07-19T00:00:28Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CONCEIÇÃO, José Luis Monteiro da. Instrumentos de avaliação formativa : panorama e percepção docente. 2018. 95 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/11519 |
identifier_str_mv |
CONCEIÇÃO, José Luis Monteiro da. Instrumentos de avaliação formativa : panorama e percepção docente. 2018. 95 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
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