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Advisor(s)
Abstract(s)
Este relatório desenvolve-se no âmbito da unidade curricular de Prática de
Ensino Supervisionada II, do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino
Básico e de Matemática e Ciências Naturais no 2.º CEB.
Na primeira parte, apresentam-se e comparam-se as práticas de ensino
desenvolvidas no 1.º e 2.º do CEB, em turmas de 2.º e 5.º.
Na segunda parte apresenta-se o estudo, “A implicação dos alunos nos
processos de auto e de coavaliação entre pares: conceções e práticas”, com a finalidade
de estudar as conceções e práticas de professores do 1.º e do 2.º CEB sobre a
implicação dos alunos nos processos de avaliação. Neste sentido, configuraram-se
como objetivos específicos: I). Caracterizar as conceções dos professores do 1.º e 2.º
CEB sobre a implicação dos alunos nos processos de autoavaliação; II) Caracterizar as
conceções dos professores do 1.º e 2.º CEB sobre a implicação dos alunos nos
processos de coavaliação entre pares; III). Identificar, nas práticas docentes, processos
de autoavaliação; IV). Identificar, nas práticas docentes, processos de coavaliação entre
pares. Optou-se por uma metodologia de natureza mista e como técnica de recolha de
dados o recurso ao inquérito por questionário com questões de natureza aberta e
fechada. Os dados qualitativos foram submetidos a análise de conteúdo, seguindo os
procedimentos metodológicos de Bardin (2013). Os dados quantitativos foram tratados
com recurso ao Statistical Package for the Social Sciences v23.
Os resultados do estudo indicam que os professores reconhecem a importância
da implicação dos alunos nos processos de avaliação no desenvolvimento da
aprendizagem. O Tempo de Estudo Autónomo é a prática mais referida pelos
professores. As práticas de autoavaliação são mais regulares do que as de coavaliação
e os professores de 1.º CEB colocam em prática processos de autoavaliação de forma
mais sistemática do que os do 2.º CEB.
ABSTRACT This report was developed as part of the course of Supervised Teaching Practice II of the 2nd year of the MA in Teaching of 1st Cycle of Basic Education and Mathematics and Natural Sciences of 2nd Cycle of Basic Education. In the first part, we present and compare the teaching practices in the 1st and 2nd Cycle of Basic Education, in 3rd and 5th grade classes. In the second part, we present the study “The implication of the students in the processes of self and pear co-evaluation: conceptions and practices”, with the aim of studying the conceptions and practices of 1st and 2nd Cycle of Basic Education teachers on the implication of the students in the processes of self-evaluation. In this sense, the following objectives were configured: : I) Characterize the 1st and 2nd Cycle of Basic Education teachers’ conceptions on the implication of the students in the processes of selfevaluation; II) Characterize the1st and 2nd Cycle of Basic Education teachers’ conceptions on the implication of the students in the processes of pear co-evaluation; III) Identify, in teachers practices, processes of self-evaluation; IV) ) Identify, in teachers practices, processes of pear co-evaluation. In order to conduct this research, we used a mixed methodology and as technique of collecting data we used the application of questionnaires, with open and closed questions. The qualitative data were submitted to content analysis, following the Bardin (2013) methodological procedures. The quantitative data were treated with Statistical Package for the Social Sciences v23. The study results indicate that teachers recognize the importance of the students implication in the processes of evaluation in the development of learning. Autonomous Study time is the most commonly practice referred by teachers. The practices of self-evaluation occur more often than co-evaluation and 1st Cycle of Basic Education teachers practice processes of self-evaluation more systematically than 2nd cycle teachers.
ABSTRACT This report was developed as part of the course of Supervised Teaching Practice II of the 2nd year of the MA in Teaching of 1st Cycle of Basic Education and Mathematics and Natural Sciences of 2nd Cycle of Basic Education. In the first part, we present and compare the teaching practices in the 1st and 2nd Cycle of Basic Education, in 3rd and 5th grade classes. In the second part, we present the study “The implication of the students in the processes of self and pear co-evaluation: conceptions and practices”, with the aim of studying the conceptions and practices of 1st and 2nd Cycle of Basic Education teachers on the implication of the students in the processes of self-evaluation. In this sense, the following objectives were configured: : I) Characterize the 1st and 2nd Cycle of Basic Education teachers’ conceptions on the implication of the students in the processes of selfevaluation; II) Characterize the1st and 2nd Cycle of Basic Education teachers’ conceptions on the implication of the students in the processes of pear co-evaluation; III) Identify, in teachers practices, processes of self-evaluation; IV) ) Identify, in teachers practices, processes of pear co-evaluation. In order to conduct this research, we used a mixed methodology and as technique of collecting data we used the application of questionnaires, with open and closed questions. The qualitative data were submitted to content analysis, following the Bardin (2013) methodological procedures. The quantitative data were treated with Statistical Package for the Social Sciences v23. The study results indicate that teachers recognize the importance of the students implication in the processes of evaluation in the development of learning. Autonomous Study time is the most commonly practice referred by teachers. The practices of self-evaluation occur more often than co-evaluation and 1st Cycle of Basic Education teachers practice processes of self-evaluation more systematically than 2nd cycle teachers.
Description
Relatório Final apresentado à Escola Superior de Educação de Lisboa para obtenção de
grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências
Naturais no 2.º Ciclo do Ensino Básico
Keywords
Avaliação formativa Autoavaliação Coavaliação entre pares Sucesso educativo. Formative assessment Self-evaluation Co-evaluation Educational success