Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-23T11:47:18Z No. of bitstreams: 1 arquivototal.pdf: 10418857 bytes, checksum: cfd433116310896a29c0723c5c201937 (MD5) / Made available in DSpace on 2015-11-23T11:47:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 10418857 bytes, checksum: cfd433116310896a29c0723c5c201937 (MD5) Previous issue date: 2014-07-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The teaching practice should seek to improve the teaching and learning process as well as the professionals should look for a quality education. And for this it is necessary to constantly review their ways of teaching educational content analyzing their efficiency. In this sense, we realize that new methodological strategies for teaching writing production through the use of textual genres and execution of didactic sequences are tools that can help teachers in developing their teaching practice. The correct treatment of linguistic concepts and their influence on education as well as knowledge of which practices are best suited to work the various genres in the classroom are very important, but it is not always easy to do it, because there are so many doubts. However, with continued investment in about the training concepts and strategies available, it is possible to assist educators in their formative process so that they can make improvements in the teaching and learning process. In this work we discussed the teaching practice and the teaching of writing production mediated by sequences didactic and formative assessment, with the conception of interactionism Sociodiscursivo, in order to promote actions that can contribute to the development of writing skills of students through work with didactic sequences, developed in modules that arise from assessments previously made and during the process, and which facilitate and guide the necessary interventions. Besides the theoretical context, the paper presents a content analysis that aims to enlighten educators about the development of teaching strategies. / A prática docente deve buscar a melhoria do processo de ensino e aprendizagem, assim como os profissionais da área devem buscar por um ensino de qualidade. E para tanto é necessário rever constantemente seus modos de ensinar os conteúdos didáticos analisando sua eficiência. Neste sentido, percebemos que as novas estratégias metodológicas de ensino de produção escrita através da utilização de gêneros textuais e a execução de sequências didáticas são ferramentas que podem auxiliar o professor no desenvolvimento de sua prática docente. O correto tratamento das concepções linguísticas e suas influências no ensino, assim como o conhecimento de quais as práticas são mais adequadas para trabalhar os diversos gêneros em sala de aula são muito importantes, mas nem sempre é tarefa fácil faze-lo, isso porque existem muitas dúvidas. Entretanto, com investimento em formação continuada acerca das concepções e estratégias disponíveis, é possível auxiliar os educadores em seu processo formativo, para que os mesmos possam promover melhorias no processo de ensino e aprendizagem. Neste trabalho foi discutida a prática docente e o ensino de produção escrita mediada pelas sequências didáticas e a avaliação formativa, contando com a concepção do interacionismo Sociodiscursivo, no intuito de promover ações que podem contribuir para o desenvolvimento da habilidade de escrita dos alunos através do trabalho com sequências didáticas, desenvolvidas em módulos que surgem a partir de avaliações feitas anteriormente e durante o processo e que favorecem e norteiam as intervenções necessárias. Além da contextualização teórica, o trabalho apresenta uma análise de conteúdo que visa esclarecer os educadores a respeito do desenvolvimento de estratégias de ensino.

Orientador: Matilde Virginia Ricardi Scaramucci / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T23:16:16Z (GMT). No. of bitstreams: 1 Oliveira_JussaraAzevedoSilvade_M.pdf: 5742161 bytes, checksum: 0351ec48a42cee9659f05ead5947292d (MD5) Previous issue date: 2009 / Resumo: A avaliação de rendimento em inglês como língua estrangeira (doravante LE) tem refletido, em sua aplicação na escola básica brasileira, os problemas inerentes ao ensino de LE ali presentes: a falta de envolvimento, o mau desempenho e a desmotivação de alunos para aprender inglês com LE. Neste trabalho é nosso objetivo aprofundar o conhecimento sobre a relação entre a avaliação e a motivação. Entre nossos objetivos específicos estão: conhecer se a avaliação formativa contribui para o desenvolvimento de orientações motivacionais que auxiliam no desenvolvimento da aprendizagem de inglês como LE, e de que forma a avaliação formativa intervém na percepção que o aluno tem da própria aprendizagem em LE. Para tanto, utilizamos métodos de pesquisa de caráter etnográfico, que tratam de descrever as percepções e orientações motivacionais dos alunos diante da avaliação, inicialmente somativa, depois formativa. Nossas análises revelaram a complexidade da relação entre avaliação e motivação, relação que é mediada pelo papel do professor controlador ou facilitador. Nessa análise retomamos conceitos relativos ao efeito retroativo (ALDERSON & WALL, 1983; CHENG, 1997, 2005; SCARAMUCCI, 2000, 2004), avaliação (BACHMAN & PALMER, 1996; GENESEE & UPSHUR; REA DICKINS, 2001, 2006; SCARAMUCCI, 1998, 2000) e motivação (BZUNECK, 2001, BORUCHOVITCH et alii, 2001, 2004; DORNYEI & OTTÓ, 1998) que permitissem descrever essa relação. Os resultados obtidos mostram que alunos de alto rendimento não sofrem grandes alterações em sua motivação, pois já são intrinsecamente motivados. Os alunos de médio rendimento mostram oscilações em suas percepções e motivações, indicando a permeabilidade que têm diante da intervenção por meio da avaliação. Finalmente, os alunos de baixo rendimento manifestaram pequenas mudanças em suas percepções da avaliação e orientações motivacionais, mas que consideramos significativas diante da desmotivação no início do ano letivo. Concluímos com as implicações teóricas e práticas deste estudo tanto para os estudos em avaliação e em motivação, assim como para o cenário de ensino/aprendizagem de inglês como LE na escola brasileira / Abstract: Achievement testing in English as a foreign language has reflected educational problems in Brazil , such as the lack of students' involvement, low achievement and demotivation. Our aim in this research is to approach the interrelation between assessment and motivation to learn EFL. Our specific aims are to know: what is the effect of formative assessment on the students' motivational orientation to learn EFL, and how formative assessment affects the students' awareness of learning and competence. In order to achieve these aims, ethnographic research methods were employed to describe students' perceptions and motivational orientations facing assessment, which was essentially summative at first, then combined with formative assessment, introduced in the second quarter. Our analysis revealed the complex relation between assessment and motivation, which is mediated by the teacher. To describe such relation, we discussed concepts such as washback effect (ALDERSON & WALL, 1983; CHENG, 1997 E 2005; SCARAMUCCI, 2000, 2004), assessment (BACHMAN & PALMER, 1996; GENESEE & UPSHUR; REA DICKINS, 2001, 2006; SCARAMUCCI, 1998, 2000) and motivation (BZUNECK, 2001; BORUCHOVITCH et alii, 2001, 2004; DORNYEI & OTTÓ, 1998). Results show that high achievers changed little in their perceptions and motivation to learn EFL, being intrinsically motivated throughout the school year. Medium achievement students showed changes in their perceptions and motivation, revealing flexible motivational orientations. Finally, low achievers showed small changes in their perception and motivational orientations, which are certainly meaningful considering their low levels of motivation at the beginning of this research. We conclude with some theoretical and practical implications for the studies in assessment and in motivation and for the teaching and learning scenario of English as a foreign language in Brazilian regular schools / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

A avaliação somativa é a que prevalece nas instituições de ensino superior, os instrumentos de avaliação tradicionalmente utilizados (provas e relatórios) fornecem informações sobre a aprendizagem de conteúdos conceituais e ficam à margem a avaliação dos conteúdos procedimentais e atitudinais. Além disso, provas e relatórios são realizados num momento final das atividades, tardio para um feedback adequado, não havendo tempo para intervir na aprendizagem. Emerge nesse contexto a necessidade de se estudar e refletir sobre os processos avaliativos utilizados na disciplina de Química Analítica Qualitativa (QAQ). Diante disto, tinha-se uma pergunta: haveriam instrumentos adequados e ao mesmo tempo abrangentes que permitissem melhorar o processo avaliativo na disciplina QAQ? Com o objetivo de responder a esta questão foram aplicadas e analisadas duas modalidades de instrumentos de avaliação: pré-exercícios de laboratório (PEL) e grades de observação (GO). Esta pesquisa é de natureza qualitativa, e foi fundamentada em contribuições teóricas de autores que são a favor da avaliação no decorrer do processo de ensino. Sendo assim, teve-se como uma das principais referências Fernandes (2006), que propõe a expressão Avaliação Formativa Alternativa (AFA), alternativa a tradições avaliativas em que o resultado é obtido após o processo de ensino e aprendizagem. Na AFA o professor vai obtendo informações sobre a aprendizagem dos alunos, permitindo assim, o feedback das atividades propostas, interações aluno-professor, e as notas são consideradas pois estas servem como registro. A pesquisa foi desenvolvida no decorrer da disciplina QAQ, com a turma do terceiro semestre do curso de Licenciatura em Química noturno na Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo (FFCLRP/USP). Concluiu-se que os instrumentos de avaliação PEL e GO foram eficientes no acompanhamento da aprendizagem dos alunos no decorrer da disciplina. Estes instrumentos proporcionaram a AFA, e complementam a avaliação realizada tradicionalmente na disciplina QAQ, dessa forma reforçam o acompanhamento dos alunos contribuindo para a melhoria na aprendizagem e no processo de avaliação da disciplina. / The summative assessment is prevailing in higher education institutions, the traditional evaluation tools used (tests and reports) provide information on conceptual learning does not include assessments of experimental procedures and attitudinal content. Besides, examinations and reports are performed in a final stage of activities without proper feedback, there is no time to help in the learning. Emerges in this context the need to study and reflect on the assessment processes used in the discipline of Qualitative Analytical Chemistry (QAC). This rises to the following question: are there more specific and more comprehensive instruments, which allow an improvement of the evaluation process in the Qualitative Analytical Chemistry (QAC)? In order to answer this question, we applied and analyzed two types of assessment tools: pre-lab work (PLW) and observation grids (GO). This research qualitative in nature was based on theoretical contributions of the authors that are in favor of the assessment during the teaching process. Fernandes (2006) was as one of the main references, he proposed the term Alternative Formative Assessment (AFA), the alternative assessment traditions in which the result is obtained after the process of teaching and learning. While using AFA, the teacher obtains information about students\' learning, allowing the feedback of the proposed activities, student-teacher interactions and considering the marks, as they serve as a record. The research was developed during the discipline of QAC, with the class of the third semester of the degree chemistry at night in the Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo (FFCLRP/USP). It was concluded that the assessment instruments PLW and GO were effective in accompaniment students\' learning during the discipline. These instruments provided the AFA, for the evaluation supplement traditionally held in the discipline QAC, and thus reinforce the monitoring of students contributing to the improvement in learning and evaluation process of the discipline.

A avaliação se consolidou historicamente como parte fundamental do processo de ensino e aprendizagem. Por isso deve ser mais do que uma classificação, tendo como função básica informar e orientar os professores e os alunos nas suas decisões. Partindo do princípio de que a interatividade e o envolvimento ativo dos alunos no processo e na avaliação, contribuem para promover o domínio de procedimentos e a compreensão conceitual através da resolução de problemas, do raciocínio e da argumentação, essa pesquisa desenvolveu um estudo sobre avaliação em que se utilizou de tecnologias como jogos digitais, softwares matemáticos e WebQuest, com alunos do 7º ano do Ensino Fundamental de um dos grupos que foi estimulado a ter maior controle e autonomia de suas aprendizagens. Para isso, investigamos uma sequência de ensino sobre ângulos e polígonos elaborada a partir das considerações governamentais oficiais, no que diz respeito ao uso de situações-problema e tecnologia para investigação e avaliação formativa em matemática; e analisamos as contribuições das tecnologias citadas para a avaliação do conceito de ângulo e das principais propriedades relativas a lados e ângulos de polígonos. Trata-se de uma pesquisa quanti-qualitativa que comparou o desempenho e evolução dos alunos do grupo experimental em comparação com um grupo controle, que não foi exposto à metodologia diferenciada de avaliação com apoio de tecnologias, em uma avaliação diagnóstica, num pré-teste e num pós-teste. A média das notas dos dois grupos na avaliação diagnóstica evidenciou que ambos possuíam os pré-requisitos para a aprendizagem de novos conceitos. A análise de variância mostrou que 32,4% da nota no pós-teste é explicada pela nota da avaliação diagnóstica, reforçando a importância dos conhecimentos prévios pra novas aprendizagens. Os resultados indicaram ainda benefícios do feedback e da autorregulação da aprendizagem promovidos pelas avaliações formativas apoiadas pelas tecnologias, principalmente para os alunos com mais dificuldades de aprendizagem. Consideramos que esses resultados podem oferecer subsídios para melhoria da prática avaliativa de professores de matemática. / The assessment is historically consolidated as a fundamental part of the teaching and learning process. Therefore, it should be more than classification, whose basic function is to inform and guide teachers and students in their decisions. Assuming that interactivity and active involvement of students in the process and evaluation help to promote the domain procedures and conceptual understanding through problem solving, reasoning and argumentation, this research has developed a study on evaluation in which technologies were used, such as digital games, software and mathematical WebQuest with students from the 7th grade of elementary school of one of the groups was encouraged to have greater control and autonomy in their learning. For that investigated a sequence of learning about angles and polygons, compiled from the official government considerations with regard to the use of problem situations and technology for research and formative assessment in mathematics; and analyze the contributions to the technologies mentioned evaluation angle concept and key properties for polygon sides and angles. It is a quantitative and qualitative research that compared the performance and progress of students in the experimental group compared to a control group that was not exposed to different methodology of evaluation with assistive technology in a diagnostic assessment, a pre-test and a post-test one. The average grade of the two groups in the diagnostic evaluation showed that both had the prerequisites for learning new concepts. Analysis of variance showed that 32.4% of the grade in the post-test is explained by diagnostic evaluation grade, reinforcing the importance of prior knowledge to new learning. The results indicated further benefits of feedback and learning self-regulation promoted by formative assessments supported by technologies primarily for students with learning disabilities. We believe that these results can provide insight to improve evaluation practices of mathematics teachers.

Syftet med detta examensarbete är att undersöka hur några lärare i årskurs 1-6 arbetar med kamratrespons vid bedömning av elevtexter i ämnet svenska. Ytterligare ett syfte med examensarbetet är att få kunskap om vilka möjligheter och svårigheter det finns med arbetssättet kamratrespons samt att ta reda på hur de intervjuade lärarna tror att eleverna upplever kamratrespons. Utgångspunkten är Vygotskijs teori om sociolkulturellt lärande i socialt samspel. I studien har semistrukturerade kvalitativa intervjuer med fem lärare från tre olika skolor använts. Lärarnas beskrivningar av arbetssättet överensstämmer med vad som framkommer i litteraturen. Framför allt används kamratrespons i svenskans skriva-delar. Den vanligaste metoden är Två stjärnor och en önskan. De möjligheter och svårigheter som lärarna lyfter stämmer i stort sett överens med vad som framkommer i litteraturen. Av intervjuerna framgår att ett positivt klassrumsklimat är det viktigaste för att kamratrespons ska fungera. Av studien framgår att det finns en skillnad mellan lärarnas tankar och det som framkommer av litteraturen. De intervjuade lärarna framför att det är svårt att hitta fungerande responspar, vilket inte framgår av litteraturen. Den lyfter endast att det är bra att byta responspar ofta. / The purpose of the thesis is to investigate how some teachers in grades 1-6 work with peer responses when assessing student texts in the subject Swedish. Another purpose of the thesis is to gain knowledge about the possibilities and difficulties with the peer response method and to find out how the interviewed teachers believe that the students experience peer response. The starting point is Vygotsky's theory of social-cultural learning in social interaction. The study has used semi-structured qualitative interviews with five teachers from three different schools. Teachers' practice coincides with examples in the literature on how the work method can be used. Most importantly, peer response is used in Swedish writing. The most common method is two stars and a wish. The opportunities and difficulties that the teachers raise are broadly in line with what appears in the literature. What appeared in the interviews as the most important thing to make the peer response work was a positive climate in the group. The study finds a difference between the thoughts of the interviewed teachers and what appears in the literature. The interviewed teachers express that it is difficult to find effective response pairs. What emerged in the literature was instead that it is good to change response pairs often.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment; the skills levels of these educators; the nature of support and training these educators received to enhance their assessment practices; the different assessment methods employed by the adult educators to assess learners; and the educational validity and efficacy of these practices. / South Africa

The quality of education in Botswana is not yet up to standard as there has been emphasis on attainment of Universal Basic Education. Quality in education encompasses a number of factors such as the development of the relevant curriculum, improvement of teacher preparation, development of appropriate learning materials, and improving the methods of assessing pupils (Grisay&Mählck, 1991, cited in Kellaghan&Geaney, 2003). The quality of what is going on in the classroom is judged by the processes and outcomes that are defined qualitatively. Assessment in Agriculture in Botswana senior schools comprises performance assessment and standardised paper-and-pencil tests. Performance assessment contributes only 20% (MoE&SD, 2001.p.6) yet it is allocated more time than paper-and-pencil tests. The aim of the study therefore was to understand and explore the characteristics and quality processes needed in the performance assessment of Agriculture Form Four students to ensure valid and reliable examinations in Botswana. The study was guided by two research questions. The first research question was: How valid and reliable are the performance assessment processes in Botswana schools? This research question sought to understand how performance assessment was conducted in Botswana schools, and how it compared with the international practice. The second research question was: How can quality assurance processes be developed in order to produce valid and reliable marks for BGCSE Agriculture performance assessment? The intention was to develop quality processes for performance assessment in the context of Form Four Agriculture in Botswana, to ensure valid and reliable marks for certification. A design research was employed in this study in which a baseline survey was conducted and based on the outcome, a quality assurance process was designed which included the development of standard tasks and assessment materials. During the baseline survey, teachers and school administrators completed a questionnaire and were also interviewed. Subsequently, prototypes of exemplar materials were developed iteratively in collaboration with practitioners and formatively evaluated. Feedback from evaluation was incorporated into the redesign and development of successive prototypes. Findings from baseline survey revealed that the conduct of performance assessment in schools was not standardised, primarily due to the absence of assessment policy and procedures to guide its conduct. Implementation of performance assessment was done by teachers who had insufficient training, in large classes with inadequate resources and received very little support from supervisors both internally and externally. Despite all these, insufficient time was allocated for conducting performance assessment, resulting in teachers forming groups most of the time during the conduct of tasks and assigning a single mark for the group based on the quality of the group’s product. However, findings from the intervention study revealed that entrenching quality assurance processes in the system produced valid and reliable performance assessment marks for certification. The characteristics of a quality assurance system for implementation of performance assessment were the presence of an assessment policy; training and accrediting teachers to assess; an efficient internal and external monitoring system; the provision of adequate resources; applying multiple modes of assessment; and multiple rating of the students. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

Det här är en studie om sambandet mellan matematiklärares syn på begreppet formativ bedömning och deras undervisning i gymnasieskolan. Det har genomförts intervjuer med fem matematiklärare på gymnasiet och observationer av deras matematiklektioner. Empirisk data presenteras tillsammans med teori och tidigare forskning kring formativ bedömning. Insamlad data pekar på att medverkande matematiklärare har en positiv syn på formativ bedömning även om det beskrivs som tidskrävande. Det verkar samtidigt vara mycket som ryms inom begreppet vilket förtydligas genom medverkande matematiklärares stundtals skilda sätt att applicera det i sin undervisning. En av lärarna menar att formativ bedömning ska stärka elevernas självkänsla genom uppmuntran i form av positiva kommentarer som exempelvis ”jättebra”. Samtidigt finns det medverkande lärare som istället vill framhålla formativ bedömning som detaljerad information till eleven om deras kunskapsläge och utvecklingsmöjligheter. / This is a study about mathematics teachers‟ views on the relation between formative assessment and their teaching in upper secondary school. In the study there have been five interviews with five mathematics teachers on upper secondary school and observations of their teachings. Empirical data is presented together with theory and previous research on formative assessment. Collected data indicates that participating mathematics teachers have a positive view on formative assessment even if it also is described as time consuming. It also seems as it is a wide term which clarified by the participating mathematics teachers sometimes different ways to apply it in their teaching. One of the teachers believes that formative assessment should strengthen students‟ self-esteem with positive comments like for example “well done”. At the same time there is participating teachers who emphasize formative assessment as detailed information to students about their knowledge and development.

A avaliação é um componente curricular de fundamental importância para o sucesso pedagógico de qualquer curso e a avaliação de desempenho por provas individuais tem sido o método mais comumente utilizado para a aferição do conhecimento dos alunos. Este trabalho propõe uma visão sobre as provas realizadas em grupo e sua contribuição no processo de cognição, interação e engajamento dos alunos em um curso de Bioquímica Básica, de forma que as avaliações em grupo possam servir de instrumentos de avaliação e também instrução. Para a investigação, foram utilizadas disciplinas que têm uma estratégia de ensino do tipo aprendizado colaborativo. As notas das avaliações individuais e em grupo foram coletadas e tratadas estatisticamente. Foram utilizados também um questionário baseado no modelo de Likert, e entrevistas semiestruturadas para verificar as percepções dos alunos em relação ao processo. Os dados dos questionários que foram coletados sugerem eficiência das avaliações em grupo como método de instrução e de avaliação, com alto grau de concordância com afirmações favoráveis à hipótese de que as avaliações em grupo trazem grandes benefícios no ensino de Bioquímica. A análise das entrevistas semiestruturadas revelou resultados que concordam com aqueles obtidos nos questionários e sugerem que as avaliações em grupo trouxeram significativa melhora no aprendizado e no interesse pela Bioquímica. / Assessment is a curriculum component that plays an important role in the success of any educational course. Nowadays, the performance evaluation per individual exams is the most common method used to gauge students\' knowledge. This paper proposes an alternative view on exams conducted in groups and their contribution in the process of cognition, interaction and engagement of students in a course of Basic Biochemistry. According to this proposal, group evaluations can serve as an assessment tool as well as instructional. For this research, we selected disciplines that use a teaching strategy based on collaborative learning. The grades of individual and group assessments were collected and processed statistically. We also used a questionnaire based on Likert model, and semi-structured interviews to check the perceptions of the students regarding the process. The data collected from the questionnaires suggest the efficiency of group evaluations as a method of instruction and assessment, showing a great number of statements in favor of the hypothesis that the exams conducted in groups are beneficial in teaching of Biochemistry. The analysis of semi-structured interviews revealed results that concur with those obtained in the questionnaires and suggest that group evaluations have brought significant improvement in learning and interest in Biochemistry

<p>Critique is an essential skill of professional designers to communicate success and failure of a design with others. For graphic design educators, including critique in their pedagogical approaches enables students to improve both their design capability and critique skills. Adaptive Comparative Judgment (ACJ) is an innovative approach of assessment where students and instructors make comparisons between two designs and choose the better of the two. The purpose of this study was to investigate the differences between instructors’ and students’ critiquing practices. The data was collected through think-aloud protocol methods while both groups critiqued the same design projects. </p> <p>The results indicate that it took students longer to finish the same amount of critiques as those completed by instructors. Students spent more time describing their personal feelings, evaluating each individual design, and looking for the right phrases to precisely express their thoughts on a design. Instructors, with more teaching experience, were able to complete the critique more quickly and justify their critique decisions more succinctly with efficient use of terminology and a reliance on their instincts. </p>