A avaliação formativa em escolas do 1.º Ciclo do Ensino Básico: conceções e práticas
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2019-06-03
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A legislação educativa portuguesa decreta que a avaliação formativa é um fator importante na melhoria da aprendizagem e do ensino e, como refere o Despacho Normativo n.º 1-F/2016, de 5 de abril (Secção II – artigo 11) é a modalidade mais importante da avaliação e permite adquirir informações relevantes e sistemáticas nos diferentes “domínios curriculares”. Assim, dada importância que assume no processo de ensino e aprendizagem pretendeu-se realizar um estudo no âmbito da unidade curricular de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, com os seguintes objetivos: - Identificar as conceções dos professores do 1.º Ciclo do Ensino Básico sobre avaliação formativa; - Identificar as conceções dos alunos do 1.º Ciclo do Ensino Básico sobre avaliação formativa, relativamente aos instrumentos que os professores utilizam para os avaliar e com que finalidades os avaliam; - Caracterizar as práticas de avaliação formativa dos professores do 1.º Ciclo do Ensino Básico, relativamente aos instrumentos usados e finalidades; - Estabelecer a relação entre as conceções sobre a avaliação formativa evidenciadas pelos professores e pelos alunos, relativamente aos instrumentos e as finalidades. O estudo realizado envolveu 74 alunos de três turmas do 4.º ano de escolaridade e 24 alunos de uma turma do 2.ºano e os respetivos professores, ou seja, 4 professores do 1.º Ciclo do Ensino Básico. Os dados foram recolhidos através de dois questionários compostos por questões abertas e fechadas: - Questionário perceções e práticas dos professores sobre avaliação formativa; - Questionário perceções dos alunos sobre avaliação formativa. Os dados foram tratados recorrendo à análise quantitativa e qualitativa. A análise quantitativa, cálculo de frequências e percentagens, foi usada nas questões fechadas de ambos os questionários e a análise qualitativa, com recurso à análise de conteúdo, foi usada para analisar as respostas às questões abertas dos mesmos. Os resultados obtidos permitiram concluir que nem todos os professores envolvidos têm claras todas as potencialidades que a avaliação formativa assume no processo de ensino e de aprendizagem. Podemos ainda verificar que os professores utilizam pouca diversidade de instrumentos de avaliação e também não envolvem os seus alunos com a frequência em processos de auto e heteroavaliação. No que diz respeito aos alunos concluímos que estes mencionam mais instrumentos com finalidade avaliativa comparativamente aos seus professores, bem como evidenciam uma opinião não coincidente com os seus professores em relação às finalidades da sua avaliação.
The Portuguese educational legislation decrees that formative assessment is an important element in the improvement of learning and teaching. As provided for in Decree-Law 17/2016, 4 April (article 24 A - point A), and Legislative Order N. º 1 F/2016, 5 April (section II, article 11) it’s the most important modality of the evaluation and allows to acquire relevant systematic information in the different curricular domains. Therefore, given the importance that assumes in the process of teaching and learning, it was intended to carry out a study in ambit of the curricular unit of Supervised Teaching Practise in Pre-school Education and 1st Cycle of Basic Education with the following objectives: - To identify the conceptions of the teachers of the First Cycle of Basic Education on formative assessment; - To identify the conceptions of the students of the First Cycle of Basic Education on formative assessment with regard to the instruments that teachers use to evaluate them and for that purpose they evaluate them; - To characterise the use of formative assessment of teachers of the First Cycle of Basic Education, with regard to the concept, instruments used and purposes; - Establish the connection between the concepts about formative assessment evidenced by both teachers and students, with regard to the instruments and purposes. The study involved 74 students from three classes of 4th grade and 24 students of a 2nd grade class and their teachers, that is, 4 teachers of the 1st Cycle of Basic Education. The data were collected through two questionnaires composed of open and closed questions: - Questionnaire perceptions and practices of teachers on formative assessment; - Questionnaire perceptions of students about formative assessment. The data were treated using quantitative and qualitative analysis. The quantitative analysis, calculation of frequencies and percentages was used in the closed questions of both questionnaires. The qualitative analysis, using the content analysis, was used to analyse the answers to open questions of the both questionnaires. The results obtained allowed to conclude that not all teachers involved have clear all the potentialities that the evaluation format has in the teaching process. We can also notice that teachers use less diversity of assessment instruments and also do not involve their students with frequency in self-processes and hetero-valuation. With regard to the students, we conclude that they mention more instruments for evaluation and learning purposes compared to their teachers, as well as evidence of a non-coincident opinion with their teachers regarding the purposes of their evaluation.
The Portuguese educational legislation decrees that formative assessment is an important element in the improvement of learning and teaching. As provided for in Decree-Law 17/2016, 4 April (article 24 A - point A), and Legislative Order N. º 1 F/2016, 5 April (section II, article 11) it’s the most important modality of the evaluation and allows to acquire relevant systematic information in the different curricular domains. Therefore, given the importance that assumes in the process of teaching and learning, it was intended to carry out a study in ambit of the curricular unit of Supervised Teaching Practise in Pre-school Education and 1st Cycle of Basic Education with the following objectives: - To identify the conceptions of the teachers of the First Cycle of Basic Education on formative assessment; - To identify the conceptions of the students of the First Cycle of Basic Education on formative assessment with regard to the instruments that teachers use to evaluate them and for that purpose they evaluate them; - To characterise the use of formative assessment of teachers of the First Cycle of Basic Education, with regard to the concept, instruments used and purposes; - Establish the connection between the concepts about formative assessment evidenced by both teachers and students, with regard to the instruments and purposes. The study involved 74 students from three classes of 4th grade and 24 students of a 2nd grade class and their teachers, that is, 4 teachers of the 1st Cycle of Basic Education. The data were collected through two questionnaires composed of open and closed questions: - Questionnaire perceptions and practices of teachers on formative assessment; - Questionnaire perceptions of students about formative assessment. The data were treated using quantitative and qualitative analysis. The quantitative analysis, calculation of frequencies and percentages was used in the closed questions of both questionnaires. The qualitative analysis, using the content analysis, was used to analyse the answers to open questions of the both questionnaires. The results obtained allowed to conclude that not all teachers involved have clear all the potentialities that the evaluation format has in the teaching process. We can also notice that teachers use less diversity of assessment instruments and also do not involve their students with frequency in self-processes and hetero-valuation. With regard to the students, we conclude that they mention more instruments for evaluation and learning purposes compared to their teachers, as well as evidence of a non-coincident opinion with their teachers regarding the purposes of their evaluation.
Descrição
Relatório de Estágio em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico
Palavras-chave
Avaliação Formativa , Feedback e Aprendizagem