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Práticas formativas e avaliação das aprendizagens em História e Geografia em contexto de estágio pedagógico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Resumo, Índice, Introdução | 274.18 KB | Adobe PDF | ||
| Documento Principal | 3.13 MB | Adobe PDF |
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Abstract(s)
O presente relatório de estágio foi desenvolvido no âmbito do Mestrado em Ensino de História e de Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário e tem como principal finalidade, por um lado, apresentar uma reflexão crítica sobre as práticas de ensino realizadas durante os Estágios Pedagógicos I e II, por outro lado, debater as questões da avaliação da aprendizagem em contexto escolar nos seus aspetos formativos e sumativos, atendendo às visões atuais sobre esta problemática, e ainda discutir os resultados do estudo empírico que desenvolvemos sobre a importância atribuída à avaliação formativa, como esta se relaciona com a sumativa e como se condicionam uma à outra.
Este relatório encontra-se dividido em três grandes momentos, todos eles interligados entre si através da problemática que definimos, sendo que o primeiro dedica-se à apresentação e reflexão sobre a nossa intervenção pedagógica nos estágios I e II, o segundo momento alude à revisão de literatura sobre a avaliação das aprendizagens em contexto escolar e o terceiro e último momento analisa e discute, a partir de dados recolhidos através de questionário e de entrevista, a perspetiva de 188 alunos e de 10 professores sobre as questões da avaliação.
Em relação aos resultados obtidos mediante questionário, estes mostram que, a maioria dos alunos, não está de acordo com os procedimentos de avaliação dos seus professores, sendo que alguns alunos referem mesmo que não conseguem resultados escolares melhores porque os critérios e instrumentos de avaliação definidos pelos seus professores não são os mais adequados às suas capacidades. Por esta razão admitem, na sua maioria, não haver uma concordância entre os resultados das suas avaliações formativas e sumativas.
Para os professores, a partir da análise dos seus discursos, podemos dizer que as suas práticas de avaliação formativa estão muito associadas a qualquer atividade/ experiência de aprendizagem que realizam nas suas aulas, à exceção da aplicação de testes e realização de trabalhos de pesquisa/ investigação, que são associados a uma avaliação sumativa. Ou seja, não impere ainda no nosso sistema educativo a ideia de que a avaliação sumativa corresponde balanço final da avaliação das aprendizagens, conforme o que está descrito por lei.
ABSTRACT: This report was developed in the ambit of the Master’s Degree in Teaching History and Geography in the 3rd Cycle of Basic Education and Secondary Education and has as main purpose, on the one hand, to present a critical reflection about the teaching practices carried out during Pedagogical Stages I and II, on the other hand, to discuss the questions of the evaluation of learning in a school context in its formative and summative aspects, taking in account the current views on this problem, and also discuss the results of the empirical study that we developed on the importance attributed to formative evaluation, how it relates to the summative and how they condition each other. This report is divided in three great moments, all of them interconnected through the problematic that we define, the first one is dedicated to the presentation and reflection on our pedagogical intervention in Pedagogical Stages I and II, the second moment alludes to the revision of literature about the evaluation of learning in a school context, and the third and last moment analyzes and discusses, from data collected through questionnaire and interview, the perspective of 188 students and 10 teachers about the evaluation questions. Regarding the results obtained through a questionnaire, they show that most of the students do not agree with the evaluation procedures of their teachers, and some students even report that they do not achieve better school results because the defined criteria and evaluation instruments of their teachers are not the ones best suited to their abilities. For this reason they admit, the most part of them, that there is no agreement between the results of their formative and summative evaluations. For the teachers, from the analysis of their speeches, we can say that their practices of formative evaluation are very associated to any activity / learning experience that they realize in their classes, except for the application of tests and realization of research works, that are associated with summative assessment. In other words, the idea that summative assessment corresponds to the final assessment of learning outcomes is not yet in our educational system, according to what is described by law.
ABSTRACT: This report was developed in the ambit of the Master’s Degree in Teaching History and Geography in the 3rd Cycle of Basic Education and Secondary Education and has as main purpose, on the one hand, to present a critical reflection about the teaching practices carried out during Pedagogical Stages I and II, on the other hand, to discuss the questions of the evaluation of learning in a school context in its formative and summative aspects, taking in account the current views on this problem, and also discuss the results of the empirical study that we developed on the importance attributed to formative evaluation, how it relates to the summative and how they condition each other. This report is divided in three great moments, all of them interconnected through the problematic that we define, the first one is dedicated to the presentation and reflection on our pedagogical intervention in Pedagogical Stages I and II, the second moment alludes to the revision of literature about the evaluation of learning in a school context, and the third and last moment analyzes and discusses, from data collected through questionnaire and interview, the perspective of 188 students and 10 teachers about the evaluation questions. Regarding the results obtained through a questionnaire, they show that most of the students do not agree with the evaluation procedures of their teachers, and some students even report that they do not achieve better school results because the defined criteria and evaluation instruments of their teachers are not the ones best suited to their abilities. For this reason they admit, the most part of them, that there is no agreement between the results of their formative and summative evaluations. For the teachers, from the analysis of their speeches, we can say that their practices of formative evaluation are very associated to any activity / learning experience that they realize in their classes, except for the application of tests and realization of research works, that are associated with summative assessment. In other words, the idea that summative assessment corresponds to the final assessment of learning outcomes is not yet in our educational system, according to what is described by law.
Description
Dissertação de Mestrado, Ensino de História e de Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário, 12 de Junho de 2017, Universidade dos Açores.
Keywords
Ensino Básico (3.º Ciclo) Ensino de Geografia Ensino de História Formação de Professores Prática Educativa Prática Pedagógica Formative Evaluation Learning Assessment Pedagogical Internship Teacher Training
Citation
Vaz, Vanessa Sofia Barbosa. "Práticas formativas e avaliação das aprendizagens em História e Geografia em contexto de estágio pedagógico". 2017. 74 p.. (Dissertação de Mestrado em Ensino de História e de Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário). Ponta Delgada: Universidade dos Açores, 2016. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/4613>.