| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 664.55 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Neste trabalho é analisado de que modo o fornecimento de feedback, num
processo de coavaliação entre pares, contribui para a regulação das aprendizagens dos
alunos em Matemática. Através de uma investigação qualitativa elaborou-se um
processo de avaliação, dividido em cinco fases, em que os alunos do 3º ano envolvidos
trabalhavam em pequenos grupos. Pode-se concluir que este estudo evidencia a
importância do feedback enquanto instrumento de aprendizagem da matemática, não
só para os alunos que avaliam como também para os que são avaliados. O feedback
regulador providenciado pelos alunos avaliadores possui pistas orientadoras
importantes que permitiram aos seus pares identificar o erro e corrigirem-no de forma
autónoma, melhorando o seu desempenho. Com efeito, este processo de coavaliação
promove a regulação das aprendizagens e contribui para o desenvolvimento de
competências de autoavaliação e autorregulação nos alunos.
Abstract The peer assessment seems a fruitful process in identifying and overcoming the difficulties of students in a class. However, for this to happen it is necessary to ensure that each element give the right answer to the other. It is necessary that the mutual feedback in pair have some characteristics that require everyone to think about what he did, and give clues finding each other in order to help him overcome the difficulties encountered in task analysis by the pair. These works try to understand the role of feedback in a situation of peer assessment in terms of regulation of learning by students in Mathematics. In qualitative research on own practice teacher was implemented a peer assessment process, organized into three phases, in which students of the 3rd year was involved working in small groups. Data collection was based on observation, document analysis and interviews. The data analysis evidences the importance of feedback as a tool for learning mathematics, not only for assessor’s students but also for those which are assessed. The feedback provided by the assessors students has important guiding clues that enabled their peers to identify the error and correct it independently, improving their performance. Indeed, this process promotes peer assessment regulation of learning and contributes to the development of skills of self-assessment and self-regulation in students.
Abstract The peer assessment seems a fruitful process in identifying and overcoming the difficulties of students in a class. However, for this to happen it is necessary to ensure that each element give the right answer to the other. It is necessary that the mutual feedback in pair have some characteristics that require everyone to think about what he did, and give clues finding each other in order to help him overcome the difficulties encountered in task analysis by the pair. These works try to understand the role of feedback in a situation of peer assessment in terms of regulation of learning by students in Mathematics. In qualitative research on own practice teacher was implemented a peer assessment process, organized into three phases, in which students of the 3rd year was involved working in small groups. Data collection was based on observation, document analysis and interviews. The data analysis evidences the importance of feedback as a tool for learning mathematics, not only for assessor’s students but also for those which are assessed. The feedback provided by the assessors students has important guiding clues that enabled their peers to identify the error and correct it independently, improving their performance. Indeed, this process promotes peer assessment regulation of learning and contributes to the development of skills of self-assessment and self-regulation in students.
Description
Keywords
Coavaliação Feedback Processos matemáticos Peer assessment Mathematical processes Primary school
Citation
Machado, H. & Pinto, J. (2014). Os contributos da coavaliação entre pares, através do feedback, na regulação das aprendizagens.. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 317-331). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa