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Abstract(s)
O presente relatório final emerge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, inserida no último semestre do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico da Escola Superior de Educação de Lisboa, que prevê a realização de duas práticas de ensino supervisionadas, uma no 1.º e outra no 2.º Ciclos do Ensino Básico e, na sua sequência, a elaboração de um estudo de cariz investigativo. A investigação desenvolvida, intitulada O feedback como ferramenta para a Avaliação Formativa - um estudo numa turma do 2.º ciclo do ensino básico, foi realizada com 17 alunos de uma turma do 6.º ano do 2.º Ciclo do Ensino Básico e apresentou um objetivo de investigação – identificar as condições que favorecem a eficácia do feedback como estratégia de avaliação formativa – e duas questões de investigação: (i) Qual o impacto do feedback no desempenho dos alunos nas tarefas?; (ii) Quais as perceções que os alunos apresentam acerca do impacto que o feedback pode apresentar na sua aprendizagem?. Para dar resposta às questões e objetivo definidos, realizou-se um estudo de natureza qualitativa, nomeadamente um estudo com características de investigação-ação. Como técnicas e processos de recolha de dados, recorreu-se à observação participativa naturalista, retratada através de notas de campo e registos fotográficos das produções dos alunos, e ao inquérito por questionário. Os dados foram analisados de forma quantitativa e qualitativa e cruzados com o referencial teórico que emergiu da análise documental. Os resultados obtidos permitem reconhecer que no contexto em questão, o feedback, escrito e oral, contribuiu para o desempenho dos alunos na realização das tarefas, bem como para o seu processo de ensino-aprendizagem. Para que tal se sucedesse, foi necessário adaptar-se o feedback aos participantes, tendo em conta as suas características, fragilidades e potencialidades. Para além disso, conclui-se, ainda que são vários os aspetos que condicionam a eficácia do feedback, entre os quais a perceção que os alunos apresentam acerca do feedback e do seu contributo para a aprendizagem.
The present final report is part of the Supervised Teaching Practice II curricular unit, included in the final semester of the Master’s Degree in Teaching for the 1st Cycle of Basic Education, and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education at the Lisbon School for Education. This program includes two supervised teaching practices, one in the 1st Cycle, and another in the 2nd Cycle of Basic Education, followed by the development of an investigative study. The carried out research, entitled "Feedback as a Tool for Formative Assessment – A Study in a 2nd Cycle Class of Basic Education", was conducted with 17 students from a 6th-grade class, of the 2nd Cycle of Basic Education, with one main research objective: to identify the conditions that enhance the effectiveness of feedback as a formative assessment strategy, and two guiding research questions: (i) What is the impact of feedback on students’ performance in tasks?; (ii) What are students’ perceptions regarding the impact of feedback on their learning? To address the stated objective and questions, a qualitative study was conducted, specifically an action-research study. Data collection techniques and processes included naturalistic participant observation, documented through field notes and photographic records of students’ work, and a questionnaire survey. The data were analyzed both quantitatively and qualitatively and cross-referenced with the theoretical framework established through documentary analysis. The results obtained indicate that, in the context studied, both written and oral feedback contributed to students’ performance in task completion as well as to their overall teaching–learning process. For this to occur, feedback had to be adapted to the participants, taking into consideration their characteristics, weaknesses, and strengths. Furthermore, the study concludes that several factors influence the effectiveness of feedback, among them students’ perceptions of feedback and of its contribution to their learning.
The present final report is part of the Supervised Teaching Practice II curricular unit, included in the final semester of the Master’s Degree in Teaching for the 1st Cycle of Basic Education, and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education at the Lisbon School for Education. This program includes two supervised teaching practices, one in the 1st Cycle, and another in the 2nd Cycle of Basic Education, followed by the development of an investigative study. The carried out research, entitled "Feedback as a Tool for Formative Assessment – A Study in a 2nd Cycle Class of Basic Education", was conducted with 17 students from a 6th-grade class, of the 2nd Cycle of Basic Education, with one main research objective: to identify the conditions that enhance the effectiveness of feedback as a formative assessment strategy, and two guiding research questions: (i) What is the impact of feedback on students’ performance in tasks?; (ii) What are students’ perceptions regarding the impact of feedback on their learning? To address the stated objective and questions, a qualitative study was conducted, specifically an action-research study. Data collection techniques and processes included naturalistic participant observation, documented through field notes and photographic records of students’ work, and a questionnaire survey. The data were analyzed both quantitatively and qualitatively and cross-referenced with the theoretical framework established through documentary analysis. The results obtained indicate that, in the context studied, both written and oral feedback contributed to students’ performance in task completion as well as to their overall teaching–learning process. For this to occur, feedback had to be adapted to the participants, taking into consideration their characteristics, weaknesses, and strengths. Furthermore, the study concludes that several factors influence the effectiveness of feedback, among them students’ perceptions of feedback and of its contribution to their learning.
Description
Relatório de Prática de Ensino Supervisionada 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 Feedback Desempenho dos alunos 2.º CEB Formative assessment Student´s performance 2nd cycle of basic education
Pedagogical Context
Citation
Silva, M. P. (2025). O feedback como ferramenta para a avaliação formativa - um estudo numa turma do 2.º ciclo do ensino básico [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22416