Assessment for learning in English and Mathematics in secondary education
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Data de Publicação: | 2019 |
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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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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 text/xml |
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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1797053652957921280 |