Made available in DSpace on 2016-04-27T13:10:27Z (GMT). No. of bitstreams: 1 Camilla Palazzo.pdf: 5432945 bytes, checksum: 3fd8e5ec3af94d6816f18243c6a2d33e (MD5) Previous issue date: 2015-09-18 / The evaluation of higher education courses has been a widespread practice in many universities. This practice is important to inform managers of the course and teaching core improve on the quality of education that is being produced, the progress of students practices and the difficulties that may arise during development of the course. In the Medical School, Faculty of Medical and Health Sciences of the Catholic University of São Paulo, the student evaluation in the course is performed by student participation in the Series / Teaching Committee (current Collegiate Course) and through an on-instrument line, completed in the virtual learning environment (Moodle) at the end of each module. The evaluation of higher education courses has been a widespread practice in many universities. This practice is important to inform managers of the course and the structural core teaching on the quality of education that is being produced, the progress of students practices and the difficulties that may arise during development of the course. In the course of Medicine, Faculty of Medical and Health Sciences of the Catholic University of São Paulo, the student course evaluation is done through student representation in Series / Curriculum Committee (current Collegiate Course) and through an on-instrument line, completed in the virtual learning environment (Moodle) at the end of each module. This instrument, Module Evaluation Questionnaire, has been underutilized over time and inquired about their lack of effectiveness could be related to the lack of formal fed back by the coordinators of the series or course. In this paper, we analyze the number of responses to the instrument, since its implementation in the virtual platform for integration of educational activities in 2010 and the number of responses in 2015, when a formal feedback session was introduced, online, provided by course coordination. Compared to historical averages of responses to the instrument and was carried out a qualitative analysis of these responses and open questions, with speech analysis, for categories of words. Concurrently, in 2015, a prospective analysis of accession was possible, since the introduction of online fed back to the students. We observed that this practice was not able to show greater involvement student to answer the online tool. The question is whether this is due to the short time offered or could be related to the lack of an evaluation culture. It should be noted that, over time, we observed no major changes in the assessment of closed questions, the vast majority maintaining positive concepts, however it was observed that there was a change of direction in the discourse on the open answers / A avaliação dos cursos de nível superior tem sido uma prática difundida em várias universidades. Esta prática é importante para informar aos gestores do curso e ao núcleo docente estruturante sobre a qualidade do ensino que vem sendo produzido, do andamento das práticas discentes e das intercorrências que possam advir durante o andamento do curso. No Curso de Medicina da Faculdade de Ciências Médicas e da Saúde da Pontifícia Universidade Católica de São Paulo, a avaliação discente do curso é realizada através da representação discente na Comissão de Série/Didática (atual Colegiado de Curso) e através de um instrumento on-line, preenchido no ambiente virtual de aprendizagem (Moodle) ao final de cada módulo. A avaliação dos cursos de nível superior tem sido uma prática difundida em várias universidades. Esta prática é importante para informar aos gestores do curso e ao núcleo docente estruturante sobre a qualidade do ensino que vem sendo produzido, do andamento das práticas discentes e das intercorrências que possam advir durante o andamento do curso. No Curso de Medicina da Faculdade de Ciências Médicas e da Saúde da Pontifícia Universidade Católica de São Paulo, a avaliação discente do curso é realizada através da representação discente na Comissão de Série/Didática (atual Colegiado de Curso) e através de um instrumento on-line, preenchido no ambiente virtual de aprendizagem (Moodle) ao final de cada módulo. Este instrumento, Questionário de Avaliação do Módulo, vem sendo subutilizado ao longo do tempo e questionamos se sua falta de efetividade poderia estar relacionada à falta de devolutivas formais por parte dos coordenadores de série/curso. Neste trabalho, realizamos uma análise do numero de respostas ao instrumento, desde a sua implantação na plataforma virtual de inserção das atividades pedagógicas em 2010 e, do número de respostas em 2015, quando foi introduzida uma devolutiva formal, on-line, fornecidas pela coordenação de curso. Foram comparadas as médias históricas de respostas ao instrumento e foi realizada uma análise qualitativa destas respostas às questões abertas, com análise do discurso, por categorias de palavras. Concomitantemente, no ano 2015, foi possível uma análise prospectiva da adesão, a partir da introdução de devolutivas on-line para os alunos. Observamos que esta prática não foi capaz de suscitar uma maior adesão discente à resposta do instrumento on-line. Resta saber se isto se deve ao pouco tempo de devolutiva oferecido ou se poderia estar relacionado à falta de uma cultura avaliativa. Cabe ressaltar que, ao longo do tempo, não observamos grandes mudanças na avaliação das questões fechadas, a grande maioria mantendo conceitos positivos, entretanto foi observado que houve mudança de foco no discurso nas respostas abertas

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School leaders at an urban high school in the U.S. Midwest encouraged teachers to use formative assessment to help students meet learning goals; however, several years later, they found inconsistent implementation. Without a clear understanding of teachers' formative assessment practices, leaders could not establish needed supports for its consistent use in the classrooms. The purpose of this bounded qualitative case study was to examine teachers' formative assessment use to check for student understanding and to adjust instruction. Black and Wiliam's formative assessment theory formed the foundation of this study. Research questions focused on teachers' perceptions of formative assessment and usage of formative assessment for instruction. Ten state certified high school teachers, who had at least a bachelor's degree, passed basic skills and subject area examinations, and taught within their majors or minors, were purposefully selected to provide data. Data were gathered from observations, interviews, and teacher logs and were analyzed inductively using open and axial coding strategies. Results showed teachers collected and used formative assessment to modify instruction and determine student understanding from a limited number of students. Furthermore, they lacked the knowledge, skills, and strategies to implement formative assessment to help all students meet learning goals. Based on the findings, 3 professional development (PD) sessions were created to help school leaders provide support for teachers' consistent formative assessment implementation. These endeavors may contribute to positive social change when administrators provide teachers with PD to increase teachers' knowledge and skills using formative assessment, and, ultimately, to meet student learning goals.

Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample was 13 volunteer mathematics teachers (7 in a workshop plus follow-up group and 6 in a workshop-only group) and 183 students from 7 primary schools. Teacher formative assessment quality (FAQ) data was collected from 3 classroom observations and student end-of-project self-regulation was measured via a questionnaire. Descriptive analysis at the teacher level showed that teachers in the workshop-plus group had a higher level of FAQ than workshop-only teachers. A t test showed students with workshop-plus teachers had significantly higher self-regulation scores on average than students with workshop-only teachers, although FAQ did not correlate with students' self-regulation scores, possibly due to a small sample size. This study contributes to social change by providing supporting evidence for school administrators to provide workshop plus follow-up coaching PD to teachers to increase the quality of formative assessment, which may have implications for improving mathematics achievement among primary students in Nigeria.

Standardized test data from a southern suburban elementary school showed lagging student scores behind those of students from similar settings. These scores suggested a disconnection between teachers' understanding of and practice in formative assessment. Bloom's revised taxonomy, backward design planning theory, and differentiated learning theory guided this study, which focused on how elementary teachers use formative strategies in the classroom to inform instruction. Data collected through face-to-face interviews from 10 teachers were transcribed and organized in codes and themes. Member checks were then used to ensure credibility of interpretations. The key results showed that these 10 teachers used many formative assessment strategies with their students, yet they were unfamiliar with backward design theory and did not use peer feedback or self-assessment as strategies. The proposed project focused on providing professional development in 3 modules addressing professional learning community norms, backward design theory unit planning, and strategies for peer feedback and student goal setting. This project may lead to positive social change by empowering teachers to design curriculum and assessment with authentic learning experiences and providing students with goal-setting strategies to become responsible for learning. The project's positive social change may lead to this school and district closing the identified achievement gap. It is recommended that further research on teacher perception of formative assessment should include more elementary and middle schools.

Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators and the revised Bloom's Taxonomy were used as the conceptual frameworks for this study. The Director of the Nursing Program and 9 faculty members participated. Data were collected from a review of documents, 2 focus groups, faculty-maintained diaries, and an interview. During data analysis, categories were identified and themes emerged, revealing the key findings. Using a single method alone to assess student learning limited the opportunity for formative assessment, the ability to assess higher order thinking, and the development of metacognition on the part of students. To assist faculty in creating assessments of student learning that would address these themes, a 3-day faculty professional development project followed by 4 monthly lunch and learn sessions was designed. Providing additional faculty development in assessment methods may promote positive social change as it may ultimately increase the retention of qualified students to meet the demand for registered nurses within the community.

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.

Riksdagen beslutade att från och med höstterminen 2008 införa skriftliga omdömen från första klass. Detta har lett till en samhällsdebatt kring frågor om hur de skriftliga omdömena ska utformas, samt om och hur lärarna bör bedöma yngre elever. Inom pedagogisk forskning har bedömning framhållits som en viktig del av lärandet. Istället för att mäta kunskap ska bedömning gynna och skapa mening för lärandet. Skriftliga omdömen bör genom formativ bedömning bidra till tydligare information för elev och vårdnadshavarna. Författarnas syfte är att skapa förståelse för vilken innebörd rektorer och lärare i undersökningen ger individuell utvecklingsplan med skriftliga omdömen, samt vilka förutsättningar som skapats för implementeringen. Tillvägagångssättet är kvalitativa intervjuer med rektorer och lärare. Undersökningen visade att samtliga rektorer och lärare framhåller att skriftliga omdömen förtydligar informationen kring elevens utveckling, samt att bra förutsättningar har skapats i form av tid och utbildning. / Parliament decided that in the beginning of the autumn semester of 2008, written discernments were to be implemented for every student from the first grade. This has led to public debate surrounding questions as how written discernments are to be designed and how teachers can and should evaluate younger students. In the field of pedagogical research the evaluation of students has been accentuated as a significant part of teaching. Instead of “measuring” knowledge, evaluations are meant to benefit learning and create meaning for teaching. Written discernments should through formative assessment contribute clearer information to student and caregiver. The purpose of the writers is to create understanding for the significance that headmaster and teacher, in the study, bring to individual development plans with written discernments and which conditions were created for implementation. The procedure is qualitative interviews with headmasters and teachers. The study showed that all headmasters and teachers call attention to that written discernments clarify the information concerning the students’ progress and that good prerequisites have been produced in the form of time and education.

I studien undersöks sambandet mellan elevers upplevelser av lärarnas formativa bedömningar och effekten av lärandet i ett yrkessammanhang. Tidigare forskning visar att kommunikation kring lärandet är viktigt för att en vidare utveckling ska ske. Framförallt måste de kunskaper som saknas i förhållande till målen definieras av både lärare och elever, samt att målens kvalité är tydlig för båda parter. Avsikten är att öka förståelsen av hur yrkeslärare kan ge eleverna ett yrkeskunnande i linje med nationella målbeskrivningar via sin formativa bedömning. Undersökningen är gjord med kvalitativa forskningsintervjuer i en yrkesförberedande utbildning på två Hotell- och restaurangprogram. Den sociokulturella teorin om lärandet och den proximala utvecklingszonen har använts för att analysera resultatet. Resultatet visar att eleverna upplever att lärarna värderar specifika yrkeskvalitéer som speglar den yrkeskulturella förståelsen högst i samband med bedömningen. Dessa är enligt eleverna handlingskraft, arbetstempo, samarbetsförmåga, självständighet och att kunna prestera ett gott resultat. Lärandet i yrkessammanhanget saknar formativa bedömningar i den mening att lärarna inte kommunicerar kursmålen eller ger återkoppling på elevernas prestationer och utveckling. Lärarna förmedlar att yrkeskvalitéer bedöms genom kroppsspråk, kritisk återkoppling och det krav som ställs på eleverna att arbeta utan handledning. Resultatet visar också att eleverna redaninnanlärandetillfället måste ha ett tekniskt kunnande för att nå upp till lärarnas krav på yrkeskvalitéer. Yrkessammanhanget utgör en problematik kring det individuella lärandet eftersom undervisningen inte utgår från den enskilde elevens förutsättningar och behov. Vidare diskuteras den motsättning som utgör en yrkeslärares profession, att kunna förena kursmål och programmål med den egna synen på relevant kunskap inom ett yrkesområde, samt hur detta ska förmedlas och läras ut till eleverna.