Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Souza, Tiago Fernandes de
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| Orientador(a): |
Gimenes, Nelson Antonio Simão
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42845
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Resumo: |
Given the lack of studies on rubrics and qualitative feedback in assessment for learning, this research aims to recover theoretical frameworks that provide ways to rethink teaching practices, especially those that support student learning and enhance formativeness, which can be built through assessment. The research objectives are to analyze the continuous teacher training processes regarding the use of rubrics in a private school in the city of São Paulo and the perceptions of students in the Final Years of Elementary School about the learning assessment strategies employed, particularly by Portuguese language teachers with the aim of mapping and improving formative assessments that use these strategies, seeking to present possible paths that promote teaching and assessment practices that serve learning. For this challenge, the study uses as a theoretical reference on learning assessment: Fernandes (2009), Hadji (2021), Santos Guerra (2007), Black (2009), among others, and literature on rubrics from Brookhart (2013), Andrade (1997; 2000), Fernandes (2021a; 2021b), among others. As a case study with a qualitative approach, the data collection was produced through analysis of teacher training agendas and two focus groups: one consisting of 6th-grade students and the other of 9th-grade students, all regularly enrolled at the same school for over three years. Regarding the analysis procedure, the data were processed based on content analysis as proposed by Bardin (2021). The results indicate that continuing professional development with the same group, of extended duration and based on dialogue and reflections on practice, tends to produce consistent pedagogical outcomes. Additionally, the surveyed students show proficiency in working with rubrics and open up possibilities for their further refinement, in favor of assessment tied to teaching and aimed at the regulation and self-regulation of learning |
