What students know about learning assessment
Abstract
Learning is today recognized protagonists as a socially constructed communication process in which teachers and students are at the center of this process. It is in these interactive contexts that they build their ideas about assessment, which are often ignored. In this exploratory study we wanted to understand and understand what kind of knowledge has a type of assessment of learning and whether this knowledge can contribute to a change in assessment practices in the sense of making them more fruitful for teaching and learning. The results only allow students to perceive that student have a lot of knowledge about assessment, they must also work as concrete to contribute as learnings.
Downloads
References
BARDIN; Laurence. Análise de Conteúdo. Lisboa: Edições 70, 2014.
BARLOW, Michel. L’évaluation scolaire, décoder son langage. Paris: Chronique Social, 1992.
BARREIRA, Carlos; PINTO, Jorge. A investigação em Portugal sobre a avaliação das aprendizagens dos alunos (1990-2005). Revista da Sociedade Portuguesa de Ciências da Educação, v. 4, p. 21-105, 2005.
BLACK, Paul; WILIAM, Dylan. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, v. 5, n.1, p. 7–74, 1998. Disponível em: https://doi.org/10.1080/0969595980050102
BLACK, Paul; WILIAM, Dylan. In praise of educational research’ formative assessment. British Educational Research Journal, v. 29, n.5, p. 624-637, 2003. http://www.jstor.org/stable/1502114
BROOKHART, Susan. How to create and use rubrics for formative assessment and grading. Alexandria, Virginia: ASCD, 2013.
BRUNER, Jerome. Culture, mind and education. In ILLERIS, Knud (Ed.). Contemporary theories of learning. Ney York: Routlege, p. 159-169, 2009.
CHEVALLARD, Yves. Évaluation, véridiction, objectivation. In J. Colomb & J. Marsenach (Orgs.), L´ évaluateur en révolution (pp. 13-36). Paris: INRP. 1989
COUTINHO, Clara. Metodologias de Investigação em Ciências Sociais e Humanas. Coimbra: Almedina, 2018.
FERNANDES, Domingos. Para uma teoria da avaliação formativa. Revista Portuguesa de Educação, 2006, 19(2), p. 21-50, 2006.
FIGARI, Gérard; ACHOUCHE, Mohammed. Dix années de travaux de recherche en évaluation (1986-1996). Mesure et évaluation en éducation, 20 (2), 27-40, 1997
HADJI, Charles. L´évaluation démystifiée. Paris : ESF Éditeur, 1997.
HARLEN, Wynne; GARDNER, John. Assessment to support learning. In GARDNER, John et al. (Orgs.). Developing teacher assessment. London: McGraw-Hill Education, 2010. p. 15-28.
HARLEN, Wynne; JAMES, Mary. Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, v. 4, n.3, p. 365-379, 1997. Disponível em https://doi.org/10.1080/0969594970040304
MERLE, Pierre. Les pratiques d'évaluation scolaire: historique, difficultés, perspectives. Paris: Presses Universitaires de France. 2018
NOIZET, Georges ; CAVERNI, Jean-Paul. Psychologie de l´évaluation scolaire. Paris: PUF, 1978.
PINTO, Jorge e SANTOS, Leonor. Modelos de Avaliação das Aprendizagens. Lisboa: Universidade Aberta, 2006.
PINTO, Jorge. A Avaliação em Educação: Da linearidade dos usos à complexidade das praticas. In Amante, Lúcia e Oliveira, Isolina (Coord.). Avaliação das Aprendizagens: Perspetivas, contextos e práticas. Lisboa: Universidade Aberta. 2016 p. 3-40.
PINTO, Jorge. A Importância dos critérios na avaliação das aprendizagens. Educação e Matemática, nº 158, p.15 -19. 2020.
SADLER, D. Royce. Formative assessment: Revisiting the territory. Assessment in Education, v. 5, n.1, 77-83, 2006. Disponível em: https://doi.org/10.1080/0969595980050104
SANTOS, Leonor (Org.). Avaliar para aprender. Relatos de experiências de sala de aula do pré-escolar ao ensino secundário. Lisboa: Instituto de Educação da Universidade de Lisboa e Porto Editora, 2010.
SANTOS, Leonor. A articulação entre a avaliação somativa e a formativa, na prática pedagógica: Uma impossibilidade ou um desafio? Revista Ensaio: Avaliação e Políticas Públicas em Educação, v. 24, n.92, p. 637-669, 2016. Disponível em: http://dx.doi.org/10.1590/S0104-40362016000300006
SANTOS, Leonor; PINTO, Jorge. O que pensam os alunos sobre a avaliação? Educação e Matemática, v. 158, p. 44-50, 2020.
WEISS, Jacques. Vers une conception cohérente de l’évaluation pour la scolarité obligatoire en Suisse Romande et au Tessin. Rapport nº2, 1996.
Copyright (c) 2022 Revemop
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
