Assessment for learning in English and Mathematics in secondary education

Detalhes bibliográficos
Autor(a) principal: Vieira, Isabel
Data de Publicação: 2019
Outros Autores: Santos, Leonor
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/23798
Resumo: The present study looks to understand how two teachers, Leonor in English and Ilda in Mathematics, implement assessment practices to support students’ learning. Following a methodology of interpretative nature, we have chosen the case study design. The collection of data occurred through the observation of classes, interviews with the teachers and focus group with students, supported by audio recording. The data analysis was followed by an analysis of content. Although the two subjects are very different, both teachers support their students through formative assessment practices supported by a positive approach to error. This approach provides a rich source for informed feedback.
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spelling Assessment for learning in English and Mathematics in secondary educationAvaliar para aprender em inglês e matemática no ensino secundárioPráticas avaliativasAvaliar para aprenderAbordagem positiva do erroFeedbackEnsino secundárioPrácticas evaluativasEvaluar para aprenderAbordaje positivo del errorRetroalimentaciónEnseñanza secundariaAssessment practicesAssessment to learnPositive approach to errorFeedbackSecondary EducationThe present study looks to understand how two teachers, Leonor in English and Ilda in Mathematics, implement assessment practices to support students’ learning. Following a methodology of interpretative nature, we have chosen the case study design. The collection of data occurred through the observation of classes, interviews with the teachers and focus group with students, supported by audio recording. The data analysis was followed by an analysis of content. Although the two subjects are very different, both teachers support their students through formative assessment practices supported by a positive approach to error. This approach provides a rich source for informed feedback.El presente estudio trata de comprender cómo dos profesoras, Leonor de inglés e Ilda de matemáticas, implementan prácticas de evaluación que pretenden apoyar el aprendizaje de sus alumnos. Siguiendo una metodología de naturaleza interpretativa, optamos por el diseño de estudio de caso. La recogida de datos se realiza a través de la observación de aula y las entrevistas a las profesoras y a los grupos focales de alumnos, y se registran en audio. Se utiliza el análisis de contenido para analizar los datos. A pesar de tratarse de disciplinas muy diferentes, ambas profesoras apoyan a sus alumnos a través de una práctica de evaluación formativa sobre la base de un abordaje positivo del error. Esto constituye una fuente rica para la asignación de una retroalimentación informada.La présente étude visait à comprendre comment deux enseignantes, Leonor d'anglais et Ilda de Mathématiques, mettent en œuvre des pratiques d'évaluation capables de soutenir l'apprentissage de leurs élèves. Suivant une méthodologie d'interprétation, nous avons choisi l'étude de cas. Le processus de recherche et d'interprétation des informations ont été faits à partir d'observation de cours et des entretiens aux enseignantes et aux étudiants, en utilisant l'enregistrement audio. L'analyse des informations a suivi l'analyse du contenu. Bien que leurs matières soient très différentes, les deux enseignantes soutiennent leurs étudiants à travers d’une pratique d'évaluation formative où l'erreur a un abordage positif et un retour formatif très important sur l'apprentissage.O presente estudo procurou compreender como duas professoras, Leonor de inglês e Ilda de matemática, implementam práticas avaliativas capazes de apoiar a aprendizagem dos seus alunos. Seguindo uma metodologia de natureza interpretativa, optámos pelo design de estudo de caso. A recolha de dados recorreu à observação de aulas e a entrevistas às professoras e a grupos focais de alunos, com registo áudio. A análise de dados seguiu a análise de conteúdo. Embora em disciplinas muito distintas, ambas as professoras apoiam os seus alunos com uma prática de avaliação formativa, assente numa abordagem positiva do erro que constitui uma fonte promissora para a atribuição de feedback.Faculdade de Educação - Universidade de Brasília2019-07-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenttext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2379810.26512/lc.v25.2019.23798Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23798Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e23798Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e237981981-04311516-489610.26512/lc.v25.2019reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/23798/22263https://periodicos.unb.br/index.php/linhascriticas/article/view/23798/31847Copyright (c) 2019 Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVieira, IsabelSantos, Leonor2022-02-08T22:00:26Zoai:ojs.pkp.sfu.ca:article/23798Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-08T22:00:26Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Assessment for learning in English and Mathematics in secondary education
Avaliar para aprender em inglês e matemática no ensino secundário
title Assessment for learning in English and Mathematics in secondary education
spellingShingle Assessment for learning in English and Mathematics in secondary education
Vieira, Isabel
Práticas avaliativas
Avaliar para aprender
Abordagem positiva do erro
Feedback
Ensino secundário
Prácticas evaluativas
Evaluar para aprender
Abordaje positivo del error
Retroalimentación
Enseñanza secundaria
Assessment practices
Assessment to learn
Positive approach to error
Feedback
Secondary Education
title_short Assessment for learning in English and Mathematics in secondary education
title_full Assessment for learning in English and Mathematics in secondary education
title_fullStr Assessment for learning in English and Mathematics in secondary education
title_full_unstemmed Assessment for learning in English and Mathematics in secondary education
title_sort Assessment for learning in English and Mathematics in secondary education
author Vieira, Isabel
author_facet Vieira, Isabel
Santos, Leonor
author_role author
author2 Santos, Leonor
author2_role author
dc.contributor.author.fl_str_mv Vieira, Isabel
Santos, Leonor
dc.subject.por.fl_str_mv Práticas avaliativas
Avaliar para aprender
Abordagem positiva do erro
Feedback
Ensino secundário
Prácticas evaluativas
Evaluar para aprender
Abordaje positivo del error
Retroalimentación
Enseñanza secundaria
Assessment practices
Assessment to learn
Positive approach to error
Feedback
Secondary Education
topic Práticas avaliativas
Avaliar para aprender
Abordagem positiva do erro
Feedback
Ensino secundário
Prácticas evaluativas
Evaluar para aprender
Abordaje positivo del error
Retroalimentación
Enseñanza secundaria
Assessment practices
Assessment to learn
Positive approach to error
Feedback
Secondary Education
description The present study looks to understand how two teachers, Leonor in English and Ilda in Mathematics, implement assessment practices to support students’ learning. Following a methodology of interpretative nature, we have chosen the case study design. The collection of data occurred through the observation of classes, interviews with the teachers and focus group with students, supported by audio recording. The data analysis was followed by an analysis of content. Although the two subjects are very different, both teachers support their students through formative assessment practices supported by a positive approach to error. This approach provides a rich source for informed feedback.
publishDate 2019
dc.date.none.fl_str_mv 2019-07-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/23798
10.26512/lc.v25.2019.23798
url https://periodicos.unb.br/index.php/linhascriticas/article/view/23798
identifier_str_mv 10.26512/lc.v25.2019.23798
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/23798/22263
https://periodicos.unb.br/index.php/linhascriticas/article/view/23798/31847
dc.rights.driver.fl_str_mv Copyright (c) 2019 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/vnd.openxmlformats-officedocument.wordprocessingml.document
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dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23798
Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e23798
Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e23798
1981-0431
1516-4896
10.26512/lc.v25.2019
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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