Instrumentos de avaliação formativa : panorama e percepção docente

• Ano de defesa: 2018
• Autor(a) principal: Conceição, José Luis Monteiro da
• Orientador(a): Schmitz, Heike
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Aprendizagem; Avaliação educacional; Ensino
• Palavras-chave em Inglês: Feedback; Learning; Educational evaluation; Formative evaluation; Teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11519

This study aims at the formative assessment of school learning. It focuses on the use of evaluation techniques and instruments for formative evaluation. The research was justified due to the fact that in the Brazilian empirical researches, raised for the period from 2010 to 2015, few in depth portraying the use of techniques and instruments in favor of formative evaluation, as well as lack of discussion of the use of these for the teacher to give feedback to the student about his / her learning path and for the teacher to reorganize his / her pedagogical practice. Concerned with the questions: What assessment techniques and instruments are used by teachers? Why are they chosen? Thus, it is sought to understand the choice of techniques and instruments of evaluation by teachers in view of the formative evaluation. Specifically it is proposed 1) To describe the conceptions of evaluation in the school context; 2) Identify the type of assessment techniques and instruments used by teachers; 3) Systematize the reasons and / or reasons for teachers' choice of techniques and assessment tools. After having carried out a review of the scientific literature on formative evaluation and an analysis of the recent academic production in Brazil, as well as an analysis of the educational legislation regarding the concept of the evaluation represented in it, we opted for a field research of a qualitative nature, quantitative study by means of a descriptive study in two schools of the public elementary school I, carrying out the application of a questionnaire, a collective interview with the teaching staff of the participating schools and an individual with the pedagogical coordination of each school. In addition, the Political Pedagogical Project was analyzed. This research evidenced that the teachers of the participating schools in common use in their pedagogical practice as evaluation instruments the written test, homework, class task. On the one hand, these instruments are chosen to give comfort to the teacher in his pedagogical work and to satisfy the request of the students' parents and the pedagogical coordination of the school. On the other hand, the instruments are chosen by the teachers to make a self-analysis of their pedagogical practice and, possibly, to reorganize it and the student to understand their potentialities and weaknesses.