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The problem in this study is to find what the graduates of Sandcreek Township High School, in Decatur County, Indiana, did vocationally after they graduated; whether they followed their vocational choices in high school; how well they felt the school curriculum met their needs; and which particular qualities they felt were most important in their teachers.

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The present thesis focuses on assessment of pupils at primary school in relation to motivation for learning. The theoretical part describes kinds and forms of assessment and aspects influencing students' motivation. The practical part researches if a form of assessment influences student's motivation. Research results show that a student's motivation is determined by family influence and upbringing from which a student's attitude to education unreels. School assessment does not cause students any problems; it is important and desirable for them and their parents.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-07-13T19:55:54Z No. of bitstreams: 1 tiagodepaulazagnoli.pdf: 10493497 bytes, checksum: 65b04a328ea2f162df47db87453f3b8a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-08T15:49:45Z (GMT) No. of bitstreams: 1 tiagodepaulazagnoli.pdf: 10493497 bytes, checksum: 65b04a328ea2f162df47db87453f3b8a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-08T15:50:54Z (GMT) No. of bitstreams: 1 tiagodepaulazagnoli.pdf: 10493497 bytes, checksum: 65b04a328ea2f162df47db87453f3b8a (MD5) / Made available in DSpace on 2017-08-08T15:50:54Z (GMT). No. of bitstreams: 1 tiagodepaulazagnoli.pdf: 10493497 bytes, checksum: 65b04a328ea2f162df47db87453f3b8a (MD5) Previous issue date: 2017-04-05 / Esta investigação decorre de uma pesquisa de mestrado profissional que propõe estabelecer uma relação entre o erro referente à produção de resultados dos estudantes do Ensino Médio de uma escola Estadual, do município de Juiz de Fora - MG em questões de determinadas habilidades, com seu nível socioeconômico. Para compreensão deste questionamento foram utilizados dois instrumentos: uma avaliação com o objetivo de interpretar a produção dos estudantes, buscando analisar os erros e categorizá-los; o outro instrumento utilizado foi um questionário sociocontextual onde foi possível construir o nível socioeconômico dos estudantes investigados bem como algumas de suas características. O público alvo desta pesquisa foram alunos do Ensino Médio, de uma escola Estadual. Para o desenvolvimento foram utilizados referenciais como Cipriano Luckesi, Helena Cury, Saturnino De La Torre, entre outros. Foi utilizado como metodologia nesta pesquisa, a análise de conteúdo dos erros proposta por Cury (2007), que é baseada na metodologia de análise de conteúdo de Bardin (1979). Por meio dos resultados obtidos, espera-se reforçar o papel da escola e sua importância em garantir a equidade no aprendizado dos estudantes. O Produto Educacional que se originou desta pesquisa, foi elaborado na forma de uma cartilha, onde foi mostrado ao leitor, a ideia de categorização dos erros segundo o referencial de Movshovitz-Hadar, Zaslavsky e Inbar (1987) e permitindo por meio dos exemplos que o professor estabeleça a comparação com aqueles vivenciados por seus alunos. / This investigation stems from a master research that proposes to establish a relationship between the error for the production of results of high school students from a State school, in the municipality of Juiz de Fora - MG in certain skills, issues with their socio-economic level. To understanding Questionings were used two instruments: an evaluation with the goal of interpreting the output of students seeking to analyze the errors and categorize them; the other instrument used was a questionnaire sociocontextual where it was possible to build the socioeconomic status of the students investigated as well as some of its features. The target audience of this survey were high school students, a State school. For developing benchmarks were used as Cipriano Luckesi, Helena Cury, Saturnino De La Torre, among others. It was used as a methodology in this research, content analysis of errors by Cury (2007), which is based on content analysis methodology of Bardin (1979). By means of the obtained results, it is expected to strengthen the role of the school and its importance in ensuring equity in student learning. The Educational Product that originated this research, was drawn up in the form of a booklet, where was shown to the reader, the idea of categorization of errors according to the benchmark of Movshovitz-Hadar, Zaslavsky and Inbar (1987) and by means of examples the teacher establish the comparison with those experienced by his students.

Cette thèse appréhende la question de l'expérience subjective des écoliers et des collégiens face aux pratiques évaluatives quotidiennes vécues en salle de classe. Elle cherche à rendre compte des explications que les élèves fournissent pour signifier leurs actions scolaires. La problématique vise à comprendre ce qui fait sens chez les élèves au travers des différentes pratiques évaluatives et de leurs perceptions singulières. Notre travail s'inscrit donc dans une logique compréhensive. Notre méthodologie repose sur la combinaison d’observations de classe, d’entretiens semi dirigés avec des parents d’élèves, des écoliers de CP et CM2, des collégiens de 6e, des enseignants du 1er et 2nd degré, complétée par un questionnaire administré à des écoliers de CM2 et des collégiens de 6e et 5e. Nous nous intéressons aux pratiques évaluatives quotidiennes en tant qu'expériences positives ou négatives dont l'accumulation et la fréquence d'apparition orientent significativement la mobilisation scolaire des élèves. / This PhD tackles the question of the subjective experience of schoolchildren and college students facing daily classroom assessment practices. It seeks to account for pupils’ explanations about their school actions. Our issue is to understand what makes sense to pupils through different assessment practices together with their unique perception. Our research is therefore part of a comprehensive logic. Our methodology is based on the combination of class observations, semi-structured interviews with parents, schoolchildren year 1 and year 5, junior high school students year 6, teachers of the 1st and 2nd degree, completed by a questionnaire carried out for schoolchildren year 5 and college students year 6 and 7. Daily assessment practices as positive or negative experiences whose accumulation and frequency significantly influence the student mobilization are to be investigated.

The enclosed master thesis focuses on assessment in the Natural History educational area at lower-secondary school (ISCED 2). The main aim of the thesis is to get acquainted with the concepts and methods of school assessment, subsequently to select appropriate methods and approaches to assessment for the education of Natural History and to verify them in practice with the use of action research. The thesis is divided into theoretical and practical part. First, the topics related to the subject matter are presented in the theoretical part. The pedagogical communication is an indivisible part of the assessment process. The assessment is also dependent on the approach to education and applied objectives. Bloom's revised taxonomy is mostly used in the area of cognitive objectives, however Marzano and Kendall's (2007) New Taxonomy of Educational Objectives is also applied nowadays. The assessment includes a wide variety of possibilities and approaches, from which grading and oral assessment are the most common. The terms summative and formative assessment are explained in the thesis. The assessment also covers various methods of education, activating teaching methods and seeking an evidence of students' current understanding. Then the educational area of the Natural History is introduced. The action...

Este estudo teve objetivo de compreender os procedimentos avaliativos aplicados por uma professora no processo de escolarização de uma estudante com deficiência intelectual no ensino regular do quarto do ensino fundamental. A pesquisa foi desenvolvida de agosto a dezembro de 2015, em uma escola pública da rede municipal de Uberlândia, MG. Buscando alcançar os objetivos propostos pela pesquisa, a opção metodológica para seu desenvolvimento seguiu princípios da abordagem qualitativa em um estudo de caso. No cotidiano escolar, o estudo de caso envolve troca de relações entre envolvidos, princípios e valores que aparecem nas ações e interações, nas rotinas e nas relações sociais. A metodologia de investigação foi organizada em dois focos investigativos: a realização de uma entrevista com a professora e a observação participante em sala de aula, associada à tomada de notas de campo para compreender as práticas de avaliação. A justificativa para a escolha desse conjunto de estratégias de investigação é que a entrevista com a professora e as observações na sala de aula formam um conjunto de informações importantes sobre o fenômeno investigado. Os resultados apontam a necessidade de refletir sobre os procedimentos avaliativos e o processo de escolarização de estudantes com deficiência intelectual no ensino regular. Os procedimentos avaliativos utilizados pela professora foram o “para casa”, estudos dirigidos, trabalhos interdisciplinares e prova bimestral. Além disso, ficou evidente que a concepção da professora acerca da deficiência intelectual desconsidera o potencial de aprendizagem da estudante. Isso se confirma em sua conduta ao elaborar materiais adaptados à estudante para facilitar a sua realização sem avançar para conteúdos mais complexos. Desse modo, a avaliação formativa é uma perspectiva que se faz necessária à prática educacional da professora para acompanhar as aprendizagens da estudante com deficiência intelectual e dos/as demais estudantes no processo de escolarização, oportunizando momentos de interação, diálogo e troca de saberes. Destacamos também a formação continuada com estudos para avaliação formativa importante para transformar as concepções do trabalho docente e proporcionar um espaço de reflexão sobre a prática educacional, pois a avaliação formativa é processual, contínua e dialógica; ou seja, possível de ser concebida com perspectiva avaliativa cuja vivência pode ser marcada pela lógica da inclusão. / This study aimed to understand school assessment procedures used by a teacher in the schooling process of an elementary level student with intellectual disability. The research took place from August to December 2015, in a public school of Uberlândia city, state of Minas Gerais. To achieve research aims, methodological option to develop it followed principles of qualitative approach in form of a case study. In the school everydayness, a case study involves exchanging relationships between people involved, principles and values appearing in actions and interactions, in routines and social relationships. The research methodology followed two investigative foci: interview with the teacher and participant observation in classroom, besides field notes taking to understand teacher’s assessment practices. Justification for choosing these research strategies is that interviewing the teacher and observing classes offer a set of important information on the phenomenon studied. Results point out the need to reflect on the evaluation procedures and process of schooling of students with intellectual disabilities. Assessment procedures employed by the teacher were homework, individual assignments, interdisciplinary work and bimonthly tests. Besides, it has become evident that the teacher’s understanding of intellectual disability does not consider the student potential to learn. It is proved when she makes pedagogical activities adapted to the student to make its performing easy to her but without dealing with more complex school contents. Thus, the formative assessment appears as perspective necessary to the educational practice of the teacher in order to accompany students with intellectual disability learning and other students as well in the schooling process, so that to create a setting for interaction, dialogue and knowledge exchange. We highlight that teacher’s continuing education with studies for formative assessment is important to change conceptions of teaching work and provide circumstances for thinking of educational practice, because formative assessment is procedural, continuous and dialogic; which means possible of being conceived in an assessment perspective whose experience can be marked by the logic of inclusion. / Dissertação (Mestrado)

Made available in DSpace on 2016-03-15T19:39:46Z (GMT). No. of bitstreams: 1 Camila Miccas.pdf: 651255 bytes, checksum: fed6afe2da237aa6e90c49af002d3d82 (MD5) Previous issue date: 2011-08-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A protocol based on the International Classification of Functioning, Disability and Health (ICF) was developed for the assessment of students with intellectual dis-ability, and its applicability was verified. The elaboration of such protocol involved different steps: an initial version of the protocol, a reviewed version attending the recommendations of the members of the Research Examination Committee, and the submission of this reviewed version to the judgment of three expert researchers. At the end of the process, only the component Activities and Participation of the ICF was elected to take part of the protocol here proposed. The applicability of this final version was verified in a restrictive pilot-study including teachers of the Fundamental Education I who had students with Down´s syndrome in their regular classrooms of the public education system of Barueri, SP, Brazil. The pilot-study with a control group (typically developing children) and children with Down syndrome, showed that the protocol evaluates the functionality and Participation in Activities, as appropriate. It was found by a questionnaire applied to teachers' receptiveness to the use of protocol in the school environment. / O objetivo deste trabalho foi elaborar um protocolo, baseado na Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF), para a avaliação de escolares com deficiência intelectual e verificar a sua aplicabilidade. A elaboração do protocolo passou por etapas distintas, a saber, desenvolvimento de um protocolo inicial, revisão após exame de qualificação, análise por pesquisadores juízes e revi-são pela pesquisadora. Ao final desse processo, convergiu-se apenas para o com-ponente Atividades e Participação da CIF para a seleção dos itens componentes no protocolo proposto. A aplicabilidade dessa última versão do protocolo foi verifica-da em estudo-piloto junto a professores do Ensino Fundamental I que ministram au-las para alunos com síndrome de Down em salas regulares da rede municipal de ensino de Barueri, SP. O estudo piloto com grupo controle (crianças com desenvol-vimento típico) e crianças com Síndrome de Down, mostrou que o protocolo avalia a funcionalidade em Atividades e Participação, de forma adequada. Foi verificado, a-través de questionário aplicado com os professores, boa aceitação do uso do proto-colo em ambiente escolar.

The thesis relates to the grading system during the first five years of primary school. It concerns the various types of assessing students, especially grading, assessment for teaching and self-evaluation. It aims to find a fair way of assessing the school grading system. It also concerns the relationship between the teacher, the students and the parents. The practical part of the thesis relates to the outcome of the research of the case study. The main method were group interviews with the pupils, a semi-structured dialogue with the class teacher and a questionnaire filled in by the pupils' parents. The aim was to find out how the students, teachers and parents perceive the fairness of the grading system. The research shows that the pupils and the parents alike find the assessment for teaching and marks the fairest. The teachers found that they needed specific criteria in order to assess the students whether with a grade or by a written assessment.