Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Actio (Curitiba) |
DOI: | 10.3895/actio.v6n3.14475 |
Texto Completo: | https://periodicos.utfpr.edu.br/actio/article/view/14475 |
Resumo: | The assessment of mathematics learning has been the subject of studies for many teachers who are uncomfortable with the classifying perspective that has long guided assessments in different levels of education. Institutionalized assessments bring important quantitative data for recognition and studies on the educational reality presented by them. This information is not generally regarded for theoretical reflection, but used only to indicate classification or selection in the educational setting. Searching for ways to enhance teaching and learning through results is one of the goals of most education professionals. In this sense, questions arise such as "How to assess mathematical learning?" and “What are the theoretical conceptions about assessments?”. Therefore, seeking to contribute to these discussions, a study is proposed to search for ways to consistently assess learning outcomes in mathematics. Among them stand out theorists such as Scallon and Biggs and the rubric evaluation criteria. |
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Learning assessment: a review of concepts and instruments for assessing learning from basic to higher educationAvaliação da aprendizagem: uma revisão sobre concepções e instrumentos de avaliação da aprendizagem da educação básica ao ensino superior7.08.04.04-4 Avaliação da aprendizagemAvaliação da aprendizagem; Avaliação formativa; Resultados de aprendizagemLearning assessment; Formative assessment; Learning outcomesThe assessment of mathematics learning has been the subject of studies for many teachers who are uncomfortable with the classifying perspective that has long guided assessments in different levels of education. Institutionalized assessments bring important quantitative data for recognition and studies on the educational reality presented by them. This information is not generally regarded for theoretical reflection, but used only to indicate classification or selection in the educational setting. Searching for ways to enhance teaching and learning through results is one of the goals of most education professionals. In this sense, questions arise such as "How to assess mathematical learning?" and “What are the theoretical conceptions about assessments?”. Therefore, seeking to contribute to these discussions, a study is proposed to search for ways to consistently assess learning outcomes in mathematics. Among them stand out theorists such as Scallon and Biggs and the rubric evaluation criteria.A avaliação da aprendizagem de Matemática tem sido motivo de estudos para muitos professores incomodados com a perspectiva classificatória que há muito perpassa as avaliações nos diferentes níveis de ensino. As avaliações institucionalizadas trazem dados quantitativos, importantes para reconhecimento, e estudos sobre a realidade educacional por eles apresentada. Essas informações geralmente não são consideradas para reflexão, mas utilizadas apenas para indicação de classificação ou seleção no cenário educacional. Buscar caminhos para potencializar o ensino e aprendizagem por meio de resultados é um dos objetivos de grande parte dos profissionais da educação. Neste sentido, surgem dúvidas a respeito de “Como avaliar a aprendizagem de Matemática?” e “Quais as concepções teóricas acerca da avaliação?”. Portanto, buscando contribuir com estas discussões, propõe-se um estudo de busca por meios que possibilitem avaliar consistentemente os resultados de aprendizagem de Matemática. Dentre eles destacam-se teóricos, como Scallon e Biggs, e a avaliação por rubricas.Universidade Tecnológica Federal do Paraná (UTFPR)Diretoria de Graduação e Educação Profissional, DIRGRAD-CT, Universidade Tecnológica Federal do ParanáOliveira, Natalia MotaBanin, Edna SakonBridi, Jamile Cristina AjubOliveira, Luciana Schreiner deTocha, Neusa Nogas2021-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionRevisão bibliográficaapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1447510.3895/actio.v6n3.14475ACTIO: Teaching in Sciences; v. 6, n. 3 (2021); 1-21ACTIO: Docência em Ciências; v. 6, n. 3 (2021); 1-212525-892310.3895/actio.v6n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/14475/8611https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14475/2357https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14475/2365Direitos autorais 2021 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-26T14:10:29Zoai:periodicos.utfpr:article/14475Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-26T14:10:29Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education Avaliação da aprendizagem: uma revisão sobre concepções e instrumentos de avaliação da aprendizagem da educação básica ao ensino superior |
title |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education |
spellingShingle |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education Oliveira, Natalia Mota 7.08.04.04-4 Avaliação da aprendizagem Avaliação da aprendizagem; Avaliação formativa; Resultados de aprendizagem Learning assessment; Formative assessment; Learning outcomes Oliveira, Natalia Mota 7.08.04.04-4 Avaliação da aprendizagem Avaliação da aprendizagem; Avaliação formativa; Resultados de aprendizagem Learning assessment; Formative assessment; Learning outcomes |
title_short |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education |
title_full |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education |
title_fullStr |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education |
title_full_unstemmed |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education |
title_sort |
Learning assessment: a review of concepts and instruments for assessing learning from basic to higher education |
author |
Oliveira, Natalia Mota |
author_facet |
Oliveira, Natalia Mota Oliveira, Natalia Mota Banin, Edna Sakon Bridi, Jamile Cristina Ajub Oliveira, Luciana Schreiner de Tocha, Neusa Nogas Banin, Edna Sakon Bridi, Jamile Cristina Ajub Oliveira, Luciana Schreiner de Tocha, Neusa Nogas |
author_role |
author |
author2 |
Banin, Edna Sakon Bridi, Jamile Cristina Ajub Oliveira, Luciana Schreiner de Tocha, Neusa Nogas |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Diretoria de Graduação e Educação Profissional, DIRGRAD-CT, Universidade Tecnológica Federal do Paraná |
dc.contributor.author.fl_str_mv |
Oliveira, Natalia Mota Banin, Edna Sakon Bridi, Jamile Cristina Ajub Oliveira, Luciana Schreiner de Tocha, Neusa Nogas |
dc.subject.por.fl_str_mv |
7.08.04.04-4 Avaliação da aprendizagem Avaliação da aprendizagem; Avaliação formativa; Resultados de aprendizagem Learning assessment; Formative assessment; Learning outcomes |
topic |
7.08.04.04-4 Avaliação da aprendizagem Avaliação da aprendizagem; Avaliação formativa; Resultados de aprendizagem Learning assessment; Formative assessment; Learning outcomes |
description |
The assessment of mathematics learning has been the subject of studies for many teachers who are uncomfortable with the classifying perspective that has long guided assessments in different levels of education. Institutionalized assessments bring important quantitative data for recognition and studies on the educational reality presented by them. This information is not generally regarded for theoretical reflection, but used only to indicate classification or selection in the educational setting. Searching for ways to enhance teaching and learning through results is one of the goals of most education professionals. In this sense, questions arise such as "How to assess mathematical learning?" and “What are the theoretical conceptions about assessments?”. Therefore, seeking to contribute to these discussions, a study is proposed to search for ways to consistently assess learning outcomes in mathematics. Among them stand out theorists such as Scallon and Biggs and the rubric evaluation criteria. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-18 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Revisão bibliográfica |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/14475 10.3895/actio.v6n3.14475 |
url |
https://periodicos.utfpr.edu.br/actio/article/view/14475 |
identifier_str_mv |
10.3895/actio.v6n3.14475 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/14475/8611 https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14475/2357 https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/14475/2365 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
ACTIO: Teaching in Sciences; v. 6, n. 3 (2021); 1-21 ACTIO: Docência em Ciências; v. 6, n. 3 (2021); 1-21 2525-8923 10.3895/actio.v6n3 reponame:Actio (Curitiba) instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Actio (Curitiba) |
collection |
Actio (Curitiba) |
repository.name.fl_str_mv |
Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br |
_version_ |
1822180518564724736 |
dc.identifier.doi.none.fl_str_mv |
10.3895/actio.v6n3.14475 |