scholarly journals Avaliação no ensino de História: uma experiência no Colégio de Aplicação/UFSC

2021 ◽  
Vol 5 (9) ◽  
pp. 121
Author(s):  
Diego Lunardelli ◽  
Marco Antônio Pinheiro Machado
Keyword(s):  
Summative Assessment ◽  
Formative Assessments ◽  
School Evaluation ◽  
Laboratory School ◽  
Historical Sources ◽  
Self Assessment ◽  
Santa Catarina ◽  
History Teaching ◽  
The Subject ◽  
Teaching Learning

O artigo apresenta uma análise sobre as possibilidades de entender a avaliação como parte central do processo de ensino/aprendizagem em História. Essa reflexão surge como produto da atividade de regência de classe pertinente à disciplina de Estágio Supervisionado em História II, na Universidade Federal de Santa Catarina. Portanto, há nesta discussão elementos empíricos (resultados das avaliações formativas, avaliação somativa e autoavaliação da turma), que, em diálogo com referenciais teóricos, permitiram-nos tecer considerações que apontam para resultados propositivos quanto ao uso sistemático de avaliações, por meio de atividades com fontes históricas. Dessa maneira, esse trabalho estabelece uma comparação entre avaliações objetivas e formativas, demonstrando que a utilização de avaliações formativas com fontes históricas pode contribuir para um melhor processo de ensino/aprendizagem.Palavras-Chave: Estágio Supervisionado de História; Colégio de Aplicação; Avaliação; Ensino de História. AbstractThe article presents an analysis of the possibilities of understanding evaluation as a central part of the teaching/learning process in History. This reflection arises as a product of the class activity pertinent to the subject of Supervised Internship in History II, at the Federal University of Santa Catarina. Therefore, there are empirical elements in this discussion (results of formative assessments, summative assessment and self-assessment of the class), which, in dialogue with theoretical references, allowed us to make considerations that point to propositional results regarding the systematic use of assessments, through activities with historical sources. Thus, this paper establishes a comparison between objective and formative assessments, demonstrating that the use of formative assessments with historical sources can contribute to a better teaching/learning process.Keywords: Supervised History Internship; Laboratory School; Evaluation; History teaching.

scholarly journals Didactic Perspectives on the Interpretation of Historical Sources in Schools

2021 ◽  
Vol 13 (2) ◽  
pp. 433-443
Author(s):  
Roger Jesús Echevarría Gonzales Gonzales ◽  
Dra. Doris Fuster-Guillén ◽  
Yessenia Karina Rosell Garay ◽  
Hugo Walter Maldonado Leyva ◽  
Carlos Augusto Luy-Montejo
Keyword(s):  
Historical Thinking ◽  
Sources Of Information ◽  
Historical Sources ◽  
Comprehensive Overview ◽  
History Teaching ◽  
Bibliographic Analysis ◽  
Main Research ◽  
Research Problems ◽  
Historical Education ◽  
The Subject

The purpose of this article is to offer a clear and concise overview of the didactic perspectives on the interpretation of historical sources that have been developed in recent years. To this end, we have considered it appropriate to dedicate a few paragraphs to the problems of current historical education and to the proposals that seek to remedy this situation. Likewise, we have specified the scope of historical thinking in history teaching and presented the main research associated with it. The exposition of these details has served as a preamble to the central development of the topic. In the main section, we have presented the treatment of historical sources as a methodological process, intimately related to their interpretation, which accounts for the skills and abilities that the student must develop for the satisfaction of historical research problems. As conclusions we emphasize the importance of the use of historical sources in the disciplinary and methodological understanding of the subject by the students. Finally, regarding the methodology used for the elaboration of this work, we have resorted to the bibliographic analysis of various sources of information, including theses, research articles and books, in order to provide a comprehensive overview of the topic we have proposed to investigate.

scholarly journals Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees

2017 ◽  
Author(s):  
Alpha Pernía-Espinoza ◽  
Enrique Sodupe-Ortega ◽  
Fco. Javier Martinez-de-Pison-Ascacibar ◽  
Ruben Urraca-Valle ◽  
Javier Antoñanzas-Torres ◽  
...  
Keyword(s):  
Soft Skills ◽  
Success Rates ◽  
Self Assessment ◽  
Final Score ◽  
High Motivation ◽  
The Subject ◽  
Teaching Learning ◽  
Students Success ◽  
Students Satisfaction ◽  
Academic Year

An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic competences (using questions concerning soft-skills). We also checked the students’ satisfaction with the methodology and with the signature in general. Using non-anonymous surveys allowed us to correlate results with the student’s final scores. Students’ self-assessment concerning their knowledge about technical aspects drastically changed after the course.  The average of the subject’s final score from student’s perception was slightly higher than the actual value. Student’s self-perception on soft-skills was also increased at the end of the course. The MicroPBL methodology demonstrated beneficial for the case of this technical subject as it maintained high motivation levels in students, which were directly related to students’ success rates and final scores.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH THE PROCESS GENRE APPROACH

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Sri Wuri Handayani And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Score Test ◽  
Writing Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Orientation Test ◽  
Interview Questionnaire

This study attempts to Improving Students’ Achievement Through the Process GenreApproach. The objective of the study is to discover whether the use of the ProcessGenre approach could significantly improve students’ writing achievement. This studyconduct by applying Classroom Action Research which was carried out in two cycles inten meetings. The subject of this study of SMA Panca Budi Medan which consisted of39 students of class X – 2 reguler.. Orientation test was done in the first meeting, test IIwas done in the fourth meeting, and test III was done in the last meeting. The mean ofstudents’ score test III (76,242) was higher than the test II (66,878) and test I (57,606).Besides, the qualitative data was taken from observation sheet, interview, questionnaire,and diary notes. It was found that teaching learning process ran well. By applying theProcess Genre Approach in the classroom, the students understood the content ofdescriptive text easily. They also were active and enthusiastic during the teachinglearning process. The result of the research showed that the application of the ProcessGenre approach significantly improved students’ achievement in writing descriptive text

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING GRADE V STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH FLASH CARDS

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Sabatini Sitorus And Masitowarni Siregar
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Qualitative Data ◽  
Vocabulary Test ◽  
Flash Cards ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Vocabulary Achievement

This study attempts to increase students’ vocabulary achievement by using flash cards. The objective of the study is to investigate whether the using of flash card can improve students’ vocabulary achievement. This study conduct by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study of SD Negeri 174559 Siraituruk, Porsea which consisted of 34 students. For collecting data, the instruments used were quantitative (vocabulary test) and qualitative data (interview sheet, observation sheet, and diary notes. Based on the data, it was found that the mean of the second cycle (80, 44) is higher than the mean of first cycle (64, 85) and pre-test (44, 41).  Based on interview sheet, observation sheet and diary notes, it was found thee students were more active and more enthusiastic during the teaching learning process in the second cycle than the first one. It was concluded that teaching vocabulary by using  flash cards can improve the students’ vocabulary achievement.

IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Irma Lely Lumban Gaol And Johan Sinulingga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Match Method ◽  
Writing Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Descriptive Writing ◽  
Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

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