The study assessed the knowledge structure of Grade 11 physics students and their instructors using Pathfinder networks. Instructors’ structural knowledge was averaged to create a referent pathfinder network. Each student’s pathfinder network was compared with the referent pathfinder network in order to identify misconceptions. These misconceptions served as the basis for remedial instruction. The study was conducted in six sections of Grade 11. Three different types of remedial instruction based on three different chapters from the Grade 11 physics textbook were given to the students at three separate stages. In the first section, students were shown their own and referent pathfinder networks as an intervention during the first stage. The students were asked to reflect on the similarities and differences between them. The researcher gave written concept-oriented exercises based on the differences at the second stage, and multimedia concept-oriented instruction based on the differences was given to the students at the third stage. The order of instruction was counterbalanced in all the six sections. After each stage, students’ pathfinder networks were reassessed and the similarities between students’ and the referent pathfinder networks were calculated to measure the effect of a particular intervention. The study tried to determine which type of remedial instruction given to students best improved the knowledge structure of the students in the domain of physics. Results revealed that the similarity indices around the treatment concepts in the pathfinder networks of the students increased the most from pre- to post-intervention phase because of their reflections, followed by multimedia concept-oriented instruction and written concept-oriented exercises. Most likely, the major reason for this change was the interventions around the treatment concepts by the researcher at three different stages which stimulated and probably changed some of students’ misconceptions. To address the issue of validity, the similarity indices of control concepts in the students’ pathfinder networks were also checked for improvement. The result shows that there is no appreciable improvement in control concepts as there was no intervention around those concepts. Findings support the use of structural assessment of knowledge with pathfinder scaling technique to check the effectiveness of a classroom instruction.

This thesis presents an e-learning solution to facilitate formative assessment of electronically submitted open-ended written assignments.It is widely accepted that formative assessment is highly beneficial to student leaning. A number of researchers are active in developing specialized approaches and software systems for assisting formative assessment of student work. However, no comprehensive e-learning solution exists for facilitating formative assessment of students' open-ended written work. The project presented in this thesis has developed a new approach for using computers to facilitate formative assessment of electronically submitted open-ended written assignments.Based on the literature review of the education theories around formative assessment and current computer software technologies, this project has developed three principles for e-learning support for formative assessment of open-ended written assignments:1. It needs to facilitate all the activities that are potentially required for formative assessment of student assignments (for example, the creation of assessment criteria, the submission of assignments, and the analysis of the assessment results), not only the marking activity to create feedback on assignments.2. It needs to provide an onscreen marking tool which enables human markers to mark open-ended written assignments in an intuitive and efficient way by replicating their paper-based assessment approaches.3. It needs to provide a generic solution for facilitating formative assessment of open-ended written assignments from all disciplines, not a limited solution restricted to some specific domains (for example, computers science or business courses).Based on these principles, a specification of an e-learning system for facilitating formative assessment of open-ended written assignment was developed and a system was implemented accordingly. This system, called the Written Assignment Assessment (WAA) system, has been already used in the assignment marking of several courses at Massey University.

This thesis presents an e-learning solution to facilitate formative assessment of electronically submitted open-ended written assignments.It is widely accepted that formative assessment is highly beneficial to student leaning. A number of researchers are active in developing specialized approaches and software systems for assisting formative assessment of student work. However, no comprehensive e-learning solution exists for facilitating formative assessment of students' open-ended written work. The project presented in this thesis has developed a new approach for using computers to facilitate formative assessment of electronically submitted open-ended written assignments.Based on the literature review of the education theories around formative assessment and current computer software technologies, this project has developed three principles for e-learning support for formative assessment of open-ended written assignments:1. It needs to facilitate all the activities that are potentially required for formative assessment of student assignments (for example, the creation of assessment criteria, the submission of assignments, and the analysis of the assessment results), not only the marking activity to create feedback on assignments.2. It needs to provide an onscreen marking tool which enables human markers to mark open-ended written assignments in an intuitive and efficient way by replicating their paper-based assessment approaches.3. It needs to provide a generic solution for facilitating formative assessment of open-ended written assignments from all disciplines, not a limited solution restricted to some specific domains (for example, computers science or business courses).Based on these principles, a specification of an e-learning system for facilitating formative assessment of open-ended written assignment was developed and a system was implemented accordingly. This system, called the Written Assignment Assessment (WAA) system, has been already used in the assignment marking of several courses at Massey University.

The diploma thesis deals with informal formative assessment, namely one of its methods, which is "on the fly" assessment. Methods of formative assessment are frequently discussed in the current teaching conception, as their implementation into teaching leads to the development of student's learning and at the same time it provides useful information about the process of student's learning and about the quality and effectiveness of the teacher's teaching. The means for finding out this information is often the feedback in teacher-student interactions. The aim of this thesis is to analyse the use of "on the fly" assessment in biology lessons at an elementary school. The first part of the thesis presents a literary research. The second part is devoted to the presentation of the results, in particular to the analysis of the observed lessons with focus on the frequency of interactions between the students and the teacher, using the method of providing immediate feedback. In total, ten biology lessons were analysed at one selected school. All the lessons were transcribed and deeper analysed using the ESRU model. The main goal was to identify cases when the ESRU cycle was completed and included all four sub-steps on which it is based. The results have shown the most frequent use of incomplete cycles or impaired complete ESR cycles, and at the same time it has emerged that the occurrence of immediate formative feedback is not conditioned by completeness, i.e. the presence of all the steps of the ESRU cycle. It has been also found out that the ESRU model provides important information about informal formative assessment procedures, mainly it usefully distinguishes the different steps of the interaction and thus shows its flow, which goes beyond the general description of feedback.

SOUSA, Maria Iracema Pinho de. Transdisciplinaridade e inter-relações entre avaliação e desenvolvimento da aprendizagem assíncrona através de narrativas de cursistas universitários em fóruns de discussão. 2015. 322f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-03-22T17:50:19Z No. of bitstreams: 1 2015_tese_mipsousa.pdf: 6778133 bytes, checksum: 13d6999a73c4b56a66d9addf50c05f17 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-03-23T11:39:28Z (GMT) No. of bitstreams: 1 2015_tese_mipsousa.pdf: 6778133 bytes, checksum: 13d6999a73c4b56a66d9addf50c05f17 (MD5) / Made available in DSpace on 2016-03-23T11:39:28Z (GMT). No. of bitstreams: 1 2015_tese_mipsousa.pdf: 6778133 bytes, checksum: 13d6999a73c4b56a66d9addf50c05f17 (MD5) Previous issue date: 2015 / Entre as mudanças globais enfrentadas nas pouco mais de três últimas décadas, destacam-se as maneiras como a informação, no espaço digital e na Web, é acessada, inter-relacionada e ressignificada, no aspecto da construção de novos conhecimentos e saberes. Estas mudanças estão significativamente vinculadas à quebra de paradigmas e crises entre as áreas de conhecimento. Neste cenário, a sociedade enfrenta uma inesperada corrida de rápidas transformações, fusões e nascimento de novas áreas de conhecimento interdisciplinares, carreando o processo educacional para uma contínua e desafiante crise. Progressivamente, o uso pedagógico das TIC ocupa os espaços da outrora educação conservadora presencial e instrucionista, outorgando cenários favorecedores à integração pedagógica entre: as mídias, o construtivismo, a autonomia, a criatividade e o aprender juntos. Nas próximas décadas, decorrerão mudanças significativas nas propostas de avaliação, notadamente voltadas para o desenvolvimento da aprendizagem colaborativa, em espaços assíncronos, o que suscita profundas reflexões, concernentes às transposições teórico-metodológicas e práticas, que incidirão sobre a ressignificação e relações entre o desenvolvimento da aprendizagem e sua avaliação. A presente investigação, de caráter qualitativo e de pesquisa-ação, se insere no cenário do desenvolvimento de atividades pedagógicas colaborativas, expressas por narrativas, postadas em Fóruns de discussão, durante o transcurso de uma disciplina de Informática na Educação, ofertada presencialmente pelo Departamento de Fundamentos da Educação da FACED/UFC, em que majoritariamente participaram estudantes de graduação. A proposta didática da disciplina se baseia nos pressupostos da teoria da aprendizagem significativa ausubeliana, no mapeamento cognitivo, na visão de Okada, e no estar junto virtual, segundo Valente e Almeida. Foram escolhidos dois de seus Fóruns temáticos disciplinares, que abordavam as temáticas de estudo: o uso pedagógico de mapas conceituais e pressupostos da avaliação formativa da aprendizagem, numa visão construtivista (AUSUBEL, FERNANDES, MASETTO, PERRONOUD, ZABALA). Parte do referencial teórico da Tese permeia a avaliação na forma clássica e contribuições não clássicas, que apontam para a necessidade de se repensar a avaliação, numa ótica do construtivismo e da aprendizagem assíncrona. Os conjuntos de narrativas, postados pelos estudantes, são constituídos por dados multidimensionais fortemente entrelaçados, que foram mapeados e analisados, sob a forma de categorias, à luz do referencial teórico e objetivos adotados na Tese, sob o foco da análise textual discursiva (MORAES, GALIAZZI) e da análise qualitativa de dados multidimensionais, fazendo-se o uso do software CHIC (ALMOULOUD, PRADO, VALENTE). Em seguida, partindo-se de uma árvore de similaridade, gerada pelo CHIC, foram estabelecidas inter-relações hierárquicas e relacionais, entre as categorias, organizadas em três eixos temáticos, e as narrativas dos cursistas, de modo a analisar, numa ótica do referencial teórico da Tese, como se desenvolve a aprendizagem e como a avaliação, qualitativa e formativa, pode estar associada ao desenvolvimento da aprendizagem. Da análise multidimensional das narrativas dos cursistas, numa ótica transdisciplinar, emergiram indícios preliminares de inter-relações hierárquicas e relacionais, entre os três campos de conhecimentos desenvolvimento da aprendizagem, avaliação e saberes pedagógicos e tecnológicos, e as ações pedagógicas vivenciadas nos Fóruns TelEduc, que questionam se repensar os pressupostos da avaliação da aprendizagem e a convergência dos futuros caminhos das práticas pedagógicas e avaliativas.

Orientador: Sonia Maria Duarte Grego / Banca: Debora Cristina Jeffrey / Banca: Rosaly Mara Senapeschi Garita / Resumo: O objetivo central foi investigar o Estado do conhecimento referente à avaliação formativa, com foco especial nos mecanismos de Recuperação e Reforço Escolar, no período entre 1999 e 2009. Para análise da produção científica na área realizou-se um levantamento bibliográfico das teses e dissertações defendidas nos Programas de Pós- Graduação da USP, UNESP, UNICAMP e PUC/SP. O objetivo específico foi analisar as contribuições desta produção para esclarecer os avanços e os problemas decorrentes da implantação das novas políticas de avaliação na melhoria da qualidade do ensino e no desenvolvimento dos alunos, em função das novas práticas avaliativas que têm sido instaladas no interior da escola. Na identificação das teses e dissertações do período foram utilizadas as seguintes palavras-chaves: Progressão Continuada, Avaliação Formativa, Reforço Escolar e Recuperações de Aprendizagem. O levantamento nos bancos de dados da CAPES (Coordenação de Aperfeiçoamento do Ensino Superior), ANPED (Associação Nacional de Pós- Graduação e Pesquisa em Educação) e BTDB (Biblioteca Digital Brasileira de Teses e Dissertações), e também nas bibliotecas depositárias como UNICAMP, UNESP, PUC/SP e FEUSP levou à seleção de 30 dissertações de mestrado e 7 teses de doutorado. Após inspeção dos resumos procedeuse à leitura e análise integral dos trabalhos e à re-elaboração dos resumos com foco nos objetivos, metodologia, dados coletados e conclusões. Do exame exaustivo dos trabalhos emergiram três categorias de análise: Dimensão político-social da Avaliação, A prática da avaliação no Regime de Progressão Continuada e Representações sobre a avaliação no Regime de Progressão Continuada. As pesquisas produzidas permitem desvelar como vêm se desenvolvendo os processos e mecanismos de avaliação instituídos oficialmente... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main objective was to investigate the state of knowledge regarding the formative evaluation, with particular focus on mechanisms for Recovery and Enhancement School, between 1999 and 2009. For analysis of scientific production in the area held a bibliography of theses and dissertations in the Graduate Program at USP, UNESP, UNICAMP and PUC / SP. The specific objective was to examine the contributions of this production to clarify the progress and problems arising from the implementation of new assessment policies in improving the quality of teaching and student development, as new assessment practices that have been installed inside the school. The identification of theses and dissertations of the period we used the following keywords: Continued Progression, Formative Evaluation Reinforcement Learning School and Recoveries. The survey in the database of CAPES (Coordination for the Improvement of Higher Education), ANPED (National Association of Graduate Studies and Research in Education) and BTDB (Brazilian Digital Library of Theses and Dissertations), and depository libraries as well as in Campinas, UNESP, PUC / SP FEUSP and led to the selection of 30 master's dissertations and doctoral theses 7. After inspection of the abstracts proceeded to read and comprehensive analysis of the work and re-written abstracts focusing on the objectives, methodology, data collected and conclusions. Exhaustive examination of the work revealed three categories of analysis: politicalsocial dimension of assessment, the assessment in the regime of continued progression and Representation on the evaluation scheme in the continued progression. The research produced allow unveiling is unfolding processes and evaluation mechanisms established officially as founding elements of the regime of continued progression within the school, identify the factors that shape developments and / or critical... (Complete abstract click electronic access below) / Mestre

Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. Such regulation of learning processes would require skills to elicit the thinking underlying students’ oral and written responses, and the capacity to make suitable instructional decisions based on this thinking. When the continuation of the teaching is contingent on the information that appears in such assessments additional knowledge and skills are required compared with a more traditional approach to teaching. Today, sufficient knowledge about how to help in-service teachers and pre-service teachers develop their formative classroom practice is lacking. In the pursuit of gathering research evidence about the specific content and design of professional development programs and teacher education courses in formative assessment, it is important that we know what kinds of skills and knowledge teachers need to successfully orchestrate a formative classroom practice. The aim of this study is to identify activities and characterize the knowledge and skills that a teacher of mathematics uses in her formative assessment practice during whole-class lessons. The study is a case study of a teacher’s formative assessment practice during mathematics lessons in year 5. The data were analysed by identifying a) the formative assessment practice b) the teacher’s activities during the formative assessment practice and c) the teacher knowledge and skills used during the activities. The main result of the study shows that the formative assessment practice is a very complex, demanding and difficult task for the teacher in several ways. For example, during short term minute-by-minute formative assessment practice the teacher uses knowledge and skills to eliciting, interpreting and use the elicited information to modify instruction to better meet student learning needs. She also helps students’ to engage in common learning activities and take co-responsibility of their learning. In the minute-by-minute formative assessment practice the teacher also handles new mathematics (to her), unpredictable situations and makes decisions about teaching and learning situations in a matter of seconds. / Ett flertal studier har visat att implementering av formativ bedömning ökar elevers lärande i matematik. I hjärtat av de flesta definitioner av formativ bedömning finns iden om att samla belägg om elevers tänkande och lärande, och utifrån beläggen anpassa undervisningen så att den möter elevernas behov. En sådan reglering av lärandeprocessen kräver kunskap om hur man framkallar den typ av svar som visar hur elever tänker. Det krävs också förmåga att välja ett lämpligt sätt anpassa undervisningen. När undervisningen kontinuerligt anpassas efter den typ av bedömning som beskrivits, så behövs ytterligare kunskap jämfört med den kunskap som behövs för att genomföra en mer traditionell undervisning. Idag saknas tillräcklig kunskap om hur man kan utbilda och stödja lärare och blivande lärare att utveckla sin formativ bedömningspraktik. För att veta vilket innehåll och vilken design kompetensutbildningar i formativ bedömning bör ha så är det viktigt att vi vet vilka specifika kunskaper och förmågor en lärare behöver för att kunna genomföra en framgångsrik formativ bedömning. Studiens syfte är att identifiera aktiviteter och att karaktärisera de kunskaper och förmågor en matematiklärare använder i sin formativa bedömningspraktik under lektioner i helklass. Fallstudien följer en lärares formativa bedömningspraktik under matematiklektioner i årskurs 5. Data analyserades med avseende på a) lärarens formativa bedömningspraktik b) lärarens aktiviteter under denna praktik och c) de kunskaper och förmågor som läraren använde för att genomföra dessa aktiviteter.  Studiens huvudresultat visar att den formativa bedömningspraktiken är mycket komplex, krävande och svår på flera sätt för läraren att göra. Till exempel, under en formativ bedömningspraktik som sker minut-för-minut så använder läraren kunskaper och förmågor för att framkalla, tolka och använda den informationen för att bättre kunna möta elevens behov. Läraren hjälper också eleverna att engagera sig i och ta ansvar för sitt lärande under lärandeaktiviteter. Under denna praktik så hanterar läraren även för henne ny matematik, oförutsägbara situationer och fattar beslut om undervisning inom loppet av sekunder.

nÃo hà / This research had as general main to investigate what the impediments and effective possibilities of formative assessment as regulating the process of learning in teaching practice of high school teachers of public school of Fortaleza, in order to contribute to its use as an element of learning promotion. The assessment, more than a technical discussion, involves a political debate about their educational purposes which often present distorted and misleading. The study was qualitative approach, having the phenomenological-hermeneutical method as a research option and data analysis, with emphasis on Heidegger's philosophy. According to Heidegger, phenomenology is to come from yourself what to manifest. So this assertion legitimizes the need to seek with teachers the essential elements to understand an assessment practice which allows their subjectivities, interests and knowledge of reality. The application of this method in the analysis of oral manifestations of the subjects intends to think the daily life of being a teacher, as your way of doing should be taken at unveiling, building qualitative contributions to the study. The research was conducted in six schools randomly selected. The subjects were 24 high school teachers who worked in four different areas of the curriculum and who met these criteria: to be effective teacher of the state system and act in teaching at least three years. The instruments and data collection techniques were questionnaire, the semi-structured interview, sensitive listening and participant observation in the classroom. The results indicated the coexistence of traditional assessment practices and practices with formative assessment features which rehearse a new assessment movement in daily school life, with more emphasis on first. The teachers, based on their experiential knowledge, create their own strategies, called phenomenologically as authentic assessment to evaluate of a continuous way. However, the various obstacles present in this context (the lack of teacher training in assessment, bad structural conditions, the pressure of external evaluations) act as impediment effective elements to formative assessment. The intended changes should be doubly qualified, in terms of training and material conditions, otherwise restricted to a technical improvement of immediative orientation, pragmatic and decontextualized. Thereby, it expects to raise reflections about assessment applied by teachers, in order to value formative function. The way to change in assessment practices requires the adopting public policies come to teacher training on assessment at institutional level of educational departments. Thus, we suggest to joint a public system of teacher training about assessment through courses. On initial formation level, the data suggest the need to include learning assessment as compulsory subject. Moreover, external assessments need to be more understood as examinations with specific functions which differ from daily school assessment, should raise discussions about power on curriculum and evaluative direction of schools. It also should prioritize more investiments on physical and pedagogical structures of schools. Ending, the conclusions of this study indicate some starting points to effective assessment process increasingly back to serve the learning. / Esta pesquisa teve como objetivo geral investigar os impedimentos e as possibilidades de efetivaÃÃo da avaliaÃÃo formativa como regulaÃÃo da aprendizagem na prÃtica pedagÃgica dos professores do Ensino MÃdio de escola pÃblica estadual de Fortaleza, objetivando contribuir para seu uso como elemento de promoÃÃo da aprendizagem. A avaliaÃÃo, mais do que um debate tÃcnico, envolve um debate polÃtico sobre suas finalidades educacionais, as quais frequentemente se apresentam distorcidas e equivocadas. O estudo foi de natureza qualitativa, tendo o mÃtodo fenomenolÃgico-hermenÃutico como opÃÃo de investigaÃÃo e de anÃlise de dados, com Ãnfase na filosofia heideggeriana. Consoante Heidegger, a fenomenologia à fazer vir de si mesmo aquilo que se manifesta. Portanto, tal assertiva legitima a necessidade de buscar junto aos professores os elementos essenciais à compreensÃo de uma prÃtica avaliativa que considere suas subjetividades, interesses e conhecimentos da realidade. A aplicaÃÃo desse mÃtodo na anÃlise das manifestaÃÃes orais dos sujeitos visa pensar a cotidianidade do ser professor, à medida que seu modo de fazer deve ser desvelado, edificando contribuiÃÃes qualitativas ao estudo. A pesquisa foi realizada em seis escolas, escolhidas aleatoriamente. Os sujeitos foram 24 docentes do Ensino MÃdio que atuavam nas quatro Ãreas do currÃculo, que atenderam a estes critÃrios: ser professor efetivo da rede estadual e atuar no magistÃrio hà no mÃnimo trÃs anos. Os instrumentos e tÃcnicas de coleta de dados foram: questionÃrio, entrevista semiestruturada, escuta sensÃvel e observaÃÃo participante em sala de aula. Os resultados indicaram a coexistÃncia de prÃticas avaliativas tradicionais e prÃticas com caracterÃsticas da avaliaÃÃo formativa que ensaiam um novo movimento avaliativo no cotidiano escolar, com maior Ãnfase na primeira. Os professores, embasados em seus saberes experienciais, criam estratÃgias prÃprias, denominadas fenomenologicamente como avaliaÃÃo autÃntica, para avaliar de forma contÃnua. Entretanto, os diversos obstÃculos presentes nesse contexto (ausÃncia de formaÃÃo em avaliaÃÃo, mÃs condiÃÃes estruturais, pressÃo das avaliaÃÃes externas) funcionam como impeditivos para a efetivaÃÃo da avaliaÃÃo formativa. As transformaÃÃes pretendidas devem ser qualificadas duplamente â em termos de formaÃÃo e de condiÃÃes materiais â, sob pena de limitar-se a um aperfeiÃoamento tÃcnico de orientaÃÃo imediatista, pragmÃtica e descontextualizada. Desse modo, espera-se suscitar reflexÃes sobre a avaliaÃÃo exercida pelos professores, visando valorizar a funÃÃo formativa. O caminho para mudanÃa nas prÃticas avaliativas requer a implementaÃÃo de polÃticas pÃblicas voltadas à formaÃÃo docente em avaliaÃÃo, no plano institucional das secretarias de educaÃÃo. Destarte, sugerimos articular um sistema estadual de formaÃÃo continuada para os docentes sobre avaliaÃÃo atravÃs de cursos. No plano da formaÃÃo inicial, os dados sugerem a necessidade de incluir a avaliaÃÃo da aprendizagem nos currÃculos das licenciaturas como disciplina obrigatÃria. Ademais, as avaliaÃÃes externas precisam ser melhor compreendidas como exames com funÃÃes especÃficas que as diferenciem da avaliaÃÃo realizada no cotidiano escolar, devendo-se suscitar discussÃes sobre o poder exercido no direcionamento curricular e avaliativo das escolas. Deve-se priorizar tambÃm maiores investimentos nas estruturas fÃsica e pedagÃgica das escolas. Finalizando, as conclusÃes deste estudo sinalizam alguns pontos de partida para a efetivaÃÃo de processos avaliativos cada vez mais voltados a servir à aprendizagem.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-04T14:39:25Z No. of bitstreams: 2 Dissertação - Daniela Silva Mendes Medeiros - 2013.pdf: 1504828 bytes, checksum: 76bac28fd71ea212231345b1c19fbb8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-04T14:42:33Z (GMT) No. of bitstreams: 2 Dissertação - Daniela Silva Mendes Medeiros - 2013.pdf: 1504828 bytes, checksum: 76bac28fd71ea212231345b1c19fbb8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-04T14:42:34Z (GMT). No. of bitstreams: 2 Dissertação - Daniela Silva Mendes Medeiros - 2013.pdf: 1504828 bytes, checksum: 76bac28fd71ea212231345b1c19fbb8e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-01-10 / In this study, we sought to analyze the process of Diagnostic Assessment of Department of Education of the State of Goiás, presenting his preparation to pedagogical actions derived from this process. For this, we investigate the objectives of managers that Secretariat to implement this program, the process of formulation and implementation of evidence, and especially the vision of mathematics teachers in crowded metropolitan Secretariat of Goiânia on this theme and its pedagogical actions arising from the application of these evidence for diagnostic evaluation. The paths taken lead us to reflect on this type of external evaluation, scoring goals from the achievements in the pursuit of building a formative evaluation process. / Neste trabalho, buscou-se apresentar e analisar o programa Avaliação Diagnóstica da Secretaria da Educação do Estado de Goiás, Seduc, apresentando desde a elaboração de suas provas até as ações pedagógicas originadas de seus resultados. Para isso, investigamos os objetivos dos gestores dessa Secretaria ao implantar esse programa, o processo de elaboração e aplicação das provas e, especialmente, a visão de professores de Matemática lotados na Subsecretaria Metropolitana de Goiânia quanto ao programa, além de suas ações pedagógicas oriundas dos resultados das provas do programa. Os caminhos percorridos nos levaram a refletir sobre essa modalidade de avaliação externa, pontuando desde os objetivos até as realizações em busca da construção de um processo de avaliação formativa.

Peer assessment actively engages peers in the formative assessment and evaluation of work produced by a peer. This thesis explores how social processes, such as classroom talk, influence the quality of children’s learning in more interactive contexts of PA. This focus is needed since children often find PA challenging as they may not have the interpersonal skills to collaborate effectively leading them to use talk ineffectively as a tool for learning. This research was interventionist and children in the year three and four classes I taught received Thinking Together lessons as a strategy to enhance the quality of their talk in contexts of peer assessment. Methods used to examine the impact of the talk intervention, and to gain greater insights into the role that the social context plays in peer assessment, included transcribed digital audio recordings, open ended observations, semi-structured interviews, mind maps and children’s work. Qualitative data were analysed using thematic coding analysis whilst data in transcripts were quantitatively analysed to calculate the frequency of words and phrases associated with exploratory talk before and after the intervention. Findings suggest that children’s characteristics influence the way they communicate in contexts of PA and some of the most challenging learners seemed to benefit most from the talk intervention in terms of its influence on their ability to collaborate, hypothesise and reason throughout the peer assessment tasks. The findings also draw attention to previously under-researched PA social processes such as discussion, negotiation and peer questioning that lead to outcomes for learners such as self assessment. The main conclusions drawn are that more interactive kinds of peer assessment might be viewed as a differentiated and discursive practice where teachers consider the various needs of learners, based on their individual characteristics, and provide appropriate support so they are able to collaborate and use language for mediating effective PA practice.