Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/2903 |
Resumo: | The study aimed to investigate how learning is assessed at the Federal Institute of Education, Science and Technology of Ceará (IFCE), Sobral Campus, comparing the Didactic Organization Regulation (ROD) with the teaching practice, and culminated with a pedagogical orientation action. It was motivated by an interest in understanding whether the assessment process may be affecting campus academic flow rates. The analysis and theoretical foundation were based on the five generations of evaluation (Lima Filho e Trompieri Filho, 2012) and Scriven's formative assessment concept (Rios, 2006). Being an action research, the cycle followed in which the practice is improved by the systematic interchange between acting and investigating (Tripp, 2005). The qualitative methodology originated from the documentary analysis of the regulation and the application of questionnaires to the teachers. With this information, the pedagogical intervention was planned and performed to discuss the difficulties and guide the teachers in the practice of formative assessment. The results showed that the evaluation in the ROD / IFCE has a formative character and that 51% of the teachers are aligned with this conception. However, most still prioritize quantitative aspects and hold students accountable for difficulties in the process. The intervention stage was positively evaluated and proved the need to deepen this topic discussion with other training actions and complementary studies. |
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Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practiceLa evaluación del aprendizaje instituto en el Reglamento de Organización Educativa y en la práctica de los maestros del campo de Sobral de la IFCEA avaliação da aprendizagem instituída no Regulamento de Organização Didática e na prática dos docentes do IFCE campus de SobralLearning assessmentAction researchFormative assessmentAcademic flow.Avaliação da aprendizagemPesquisa-açãoAvaliação formativaFluxo acadêmico.Evaluación del aprendizajeInvestigación de acciónEvaluación formativaFlujo académico.The study aimed to investigate how learning is assessed at the Federal Institute of Education, Science and Technology of Ceará (IFCE), Sobral Campus, comparing the Didactic Organization Regulation (ROD) with the teaching practice, and culminated with a pedagogical orientation action. It was motivated by an interest in understanding whether the assessment process may be affecting campus academic flow rates. The analysis and theoretical foundation were based on the five generations of evaluation (Lima Filho e Trompieri Filho, 2012) and Scriven's formative assessment concept (Rios, 2006). Being an action research, the cycle followed in which the practice is improved by the systematic interchange between acting and investigating (Tripp, 2005). The qualitative methodology originated from the documentary analysis of the regulation and the application of questionnaires to the teachers. With this information, the pedagogical intervention was planned and performed to discuss the difficulties and guide the teachers in the practice of formative assessment. The results showed that the evaluation in the ROD / IFCE has a formative character and that 51% of the teachers are aligned with this conception. However, most still prioritize quantitative aspects and hold students accountable for difficulties in the process. The intervention stage was positively evaluated and proved the need to deepen this topic discussion with other training actions and complementary studies.El estudio tuvo como objetivo investigar cómo se produce la evaluación del aprendizaje en el Campus Sobral del Instituto Federal de Educación, Ciencia y Tecnología de Ceará (IFCE), comparando el Reglamento de la Organización Didáctica (ROD) con la práctica docente, y culminó en un Orientación pedagógica acción. Fue motivado por un interés en comprender si el proceso de evaluación puede estar afectando las tasas de flujo académico del campus. El análisis y la base teórica se basaron en las cinco generaciones de la evaluación (Lima Filho e Trompieri Filho, 2012) y el concepto de evaluación formativa de Scriven (Rios, 2006). Como se trata de una investigación de acción, se siguió el ciclo en el que se mejora la práctica mediante la oscilación sistemática entre actuar e investigar (Tripp, 2005). La metodología cualitativa partió del análisis documental de la regulación y la aplicación de cuestionarios a docentes. Con esta información, la intervención pedagógica fue planeada y llevada a cabo para discutir las dificultades y guiar a los maestros en la práctica de la evaluación formativa. Los resultados mostraron que la evaluación en ROD / IFCE tiene un carácter formativo y que el 51% de los maestros están alineados con este concepto. Sin embargo, la mayoría de ellos aún priorizan aspectos cuantitativos y responsabilizan a los estudiantes por las dificultades en el proceso. La etapa de intervención fue evaluada positivamente y demostró la necesidad de profundizar el tema con otras acciones de capacitación y con estudios complementarios.O estudo teve o objetivo de investigar como ocorre a avaliação da aprendizagem no Campus de Sobral do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE), comparando o Regulamento de Organização Didática (ROD) com a prática docente, e culminou com uma ação de orientação pedagógica. Foi motivado pelo interesse em compreender se o processo avaliativo pode estar afetando as taxas de fluxo acadêmico do campus. A análise e fundamentação teórica foram baseadas nas cinco gerações da avaliação (Lima Filho e Trompieri Filho, 2012) e no conceito de avaliação formativa de Scriven (Rios, 2006). Por ser uma pesquisa-ação, seguiu-se o ciclo no qual se aprimora a prática pela oscilação sistemática entre o agir e o investigar (Tripp, 2005). A metodologia qualitativa partiu da análise documental do regulamento e da aplicação de questionários aos docentes. Com essas informações, foi planejada e realizada a intervenção pedagógica para discutir as dificuldades e orientar os docentes na prática da avaliação formativa. Os resultados mostraram que a avaliação no ROD/IFCE tem caráter formativo e que 51% dos docentes estão alinhados a essa concepção. Contudo, boa parte ainda prioriza os aspectos quantitativos e responsabiliza os alunos pelas dificuldades no processo. A etapa de intervenção foi avaliada positivamente e comprovou a necessidade de aprofundar o tema, realizando outras ações de formação e estudos complementares.Research, Society and Development2020-03-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/290310.33448/rsd-v9i4.2903Research, Society and Development; Vol. 9 No. 4; e110942903Research, Society and Development; Vol. 9 Núm. 4; e110942903Research, Society and Development; v. 9 n. 4; e1109429032525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2903/2152Copyright (c) 2020 Nórlia Nabuco Parente, Isabel Filgueiras Ciascainfo:eu-repo/semantics/openAccessParente, Nórlia NabucoCiasca, Maria Isabel Filgueiras Lima2020-08-20T18:07:16Zoai:ojs.pkp.sfu.ca:article/2903Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:18.485681Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice La evaluación del aprendizaje instituto en el Reglamento de Organización Educativa y en la práctica de los maestros del campo de Sobral de la IFCE A avaliação da aprendizagem instituída no Regulamento de Organização Didática e na prática dos docentes do IFCE campus de Sobral |
title |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice |
spellingShingle |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice Parente, Nórlia Nabuco Learning assessment Action research Formative assessment Academic flow. Avaliação da aprendizagem Pesquisa-ação Avaliação formativa Fluxo acadêmico. Evaluación del aprendizaje Investigación de acción Evaluación formativa Flujo académico. |
title_short |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice |
title_full |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice |
title_fullStr |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice |
title_full_unstemmed |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice |
title_sort |
Evaluation of learning instituted in the Teaching Organization Regulation and IFCE campus de Sobral teacher practice |
author |
Parente, Nórlia Nabuco |
author_facet |
Parente, Nórlia Nabuco Ciasca, Maria Isabel Filgueiras Lima |
author_role |
author |
author2 |
Ciasca, Maria Isabel Filgueiras Lima |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Parente, Nórlia Nabuco Ciasca, Maria Isabel Filgueiras Lima |
dc.subject.por.fl_str_mv |
Learning assessment Action research Formative assessment Academic flow. Avaliação da aprendizagem Pesquisa-ação Avaliação formativa Fluxo acadêmico. Evaluación del aprendizaje Investigación de acción Evaluación formativa Flujo académico. |
topic |
Learning assessment Action research Formative assessment Academic flow. Avaliação da aprendizagem Pesquisa-ação Avaliação formativa Fluxo acadêmico. Evaluación del aprendizaje Investigación de acción Evaluación formativa Flujo académico. |
description |
The study aimed to investigate how learning is assessed at the Federal Institute of Education, Science and Technology of Ceará (IFCE), Sobral Campus, comparing the Didactic Organization Regulation (ROD) with the teaching practice, and culminated with a pedagogical orientation action. It was motivated by an interest in understanding whether the assessment process may be affecting campus academic flow rates. The analysis and theoretical foundation were based on the five generations of evaluation (Lima Filho e Trompieri Filho, 2012) and Scriven's formative assessment concept (Rios, 2006). Being an action research, the cycle followed in which the practice is improved by the systematic interchange between acting and investigating (Tripp, 2005). The qualitative methodology originated from the documentary analysis of the regulation and the application of questionnaires to the teachers. With this information, the pedagogical intervention was planned and performed to discuss the difficulties and guide the teachers in the practice of formative assessment. The results showed that the evaluation in the ROD / IFCE has a formative character and that 51% of the teachers are aligned with this conception. However, most still prioritize quantitative aspects and hold students accountable for difficulties in the process. The intervention stage was positively evaluated and proved the need to deepen this topic discussion with other training actions and complementary studies. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-03-18 |
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://rsdjournal.org/index.php/rsd/article/view/2903 10.33448/rsd-v9i4.2903 |
url |
https://rsdjournal.org/index.php/rsd/article/view/2903 |
identifier_str_mv |
10.33448/rsd-v9i4.2903 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/2903/2152 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Nórlia Nabuco Parente, Isabel Filgueiras Ciasca info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Nórlia Nabuco Parente, Isabel Filgueiras Ciasca |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 4; e110942903 Research, Society and Development; Vol. 9 Núm. 4; e110942903 Research, Society and Development; v. 9 n. 4; e110942903 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052734817435648 |