scholarly journals O COMPROMISSO FORMATIVO NA AVALIAÇÃO DA APRENDIZAGEM EM QUÍMICA

Roteiro ◽  
2016 ◽  
Vol 41 (2) ◽  
pp. 379
Author(s):  
Elaine Cristina Galvão ◽  
Nadia Aparecida De Souza
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Essential Element ◽  
Assessment Practices ◽  
Chemistry Teaching ◽  
Pedagogical Intervention ◽  
Public Network ◽  
La Red ◽  
Evaluation Of Learning

<p><strong>Resumo</strong>: O objetivo com esta pesquisa qualitativa foi mapear e analisar práticas avaliativas marcadas pelo compromisso formativo, detendo-se nas relações possíveis de serem estabelecidas entre elas e na maneira de abordar o erro, por parte dos professores de Química. Participaram três professoras de diferentes instituições da Rede Pública Estadual do Município de Londrina, PR. Os dados, recolhidos por meio de observação e entrevista semiestruturada, foram submetidos à análise de conteúdo temática. Os resultados revelaram que as professoras realizam práticas avaliativas formativas, intentando conhecer a estratégia empreendida pelo aluno para, pela recomposição do ensino, auxiliá-lo a avançar no processo de construção do conhecimento, bem como, que o erro passou a ser compreendido como um elemento essencial no processo de ensino e aprendizagem, sendo fonte de reflexões e descobertas.</p><p><strong>Palavras-chave</strong>: Ação docente. Avaliação da aprendizagem. Ensino de Química. Erro. Regulação da aprendizagem.</p><p><strong><br /></strong></p><p><strong>COMMITMENT IN FORMATIVE EVALUATION OF LEARNING IN CHEMISTRY</strong></p><p><strong>Abstract</strong>: With this qualitative research it was aimed to map and analyze formative assessment practices marked by commitment, stopping at the potential relations to be established between them and the in way to approach the error, by Chemistry teachers. Three teachers from different institutions that make up the State Public Network in Londrina, PR participated. The data, collected through observation and semistructured interviews, were subjected to thematic content analysis. The results revealed that teachers perform formative assessment practices, attempting to know the strategy undertaken by the student to, by, the rebuilding of the school, help him advance in the knowledge construction process, as that well as the error came to be understood as an essential element to the teaching and learning process, being the source of reflections and discoveries.</p><p><strong>Keywords</strong>: Teacher action. Assessment of learning. Chemistry teaching. Error. Pedagogical intervention.</p><p><strong>LA FORMACIÓN DEL COMPROMISO EN LA EVALUACIÓN DEL APRENDIZAJE EN QUÍMICA</strong></p><p><strong>Resumen</strong>: El objetivo de la investigación cualitativa fue mapear y analizar las prácticas de evaluación marcaron el compromiso formativo, parando las posibles relaciones que se establezcan entre ellos y la manera de abordar el error, por los profesores de la química. Participaron tres profesores de diferentes instituciones de la Red Pública del Estado en Londrina-PR. Los datos recogidos a través de la observación y entrevistas semiestructuradas fueron sometidos a análisis de contenido temático. Los resultados mostraron que los profesores llevan a cabo las prácticas de evaluación formativa, con la intención de conocer la estrategia emprendida por el estudiante a la reconstrucción de la educación, ayudan a avanzar en el proceso de construcción del conocimiento, así, el error llegó a ser entendido como un elemento esencial en el proceso de enseñanza y aprendizaje, una fuente de reflexiones y descubrimientos.</p><p><strong>Palabras clave</strong>: Acción docente. Evaluación del aprendizaje. La enseñanza de la química. Error. Aprender regulación.</p>

scholarly journals Resultados generales de la puesta en práctica de 29 casos sobre el desarrollo de sistemas de evaluación formativa en docencia universitaria

2017 ◽  
Vol 4 (1) ◽  
pp. 87 ◽  
Author(s):  
Juan Carlos Manrique Arribas ◽  
Cristina Vallés Rap ◽  
Juan Manuel Gea Fernández
Keyword(s):  
Formative Assessment ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
University Teaching ◽  
Independent Learning ◽  
Important Conclusion ◽  
Learning And Teaching ◽  
La Red ◽  
The University

Resumen: El siguiente trabajo muestra los resultados de 29 experiencias de innovación en docencia universitaria, en las que se ha aplicado un sistema de evaluación formativa. Han participado en el estudio 7 áreas de conocimiento de 4 universidades, con un total de 1.770 alumnos y 29 profesores. El marco de referencia lo constituye la Red de Evaluación en Docencia Universitaria, centrada en investigar el potencial de la evaluación formativa para mejorar el proceso de enseñanza- aprendizaje del alumnado universitario. La metodología empleada en esta Red de profesorado es la investigación-acción y el estudio de casos. Entre los resultados obtenidos en el estudio destacan las siguientes ventajas: a)-aprender formas alternativas de evaluación, b)-permitir mayor implicación y motivación del alumnado y c)-facilitar la adquisición de competencias de aprendizaje autónomo. Se observan algunos inconvenientes como: a)-mayor carga de trabajo para el profesor y el alumno y b)-falta de costumbre del profesorado y alumnado en la aplicación de este modelo de evaluación formativa. Sin embargo, la relación entre la carga de trabajo para el profesor y el alumno está en consonancia con el requerimiento que establece el nuevo crédito ECTS de los nuevos grados según los datos obtenidos. Los resultados extraídos permiten afirmar que la evaluación formativa supone un medio adecuado para que el alumnado alcance las competencias que exigen las titulaciones, sirviendo también como elemento dinamizador del proceso de enseñanza-aprendizaje que permite buenos resultados académicos así como la motivación de los alumnos y profesores. Overall results of the implementation of 29 cases on the development of formative assessment in higher education Abstract: In this paper we show the overall results after having implemented 29 innovative experiences in university teaching, based on the application of formative assessment systems. This implementation covers 7 areas of knowledge, 4 universities, 1,770 students and 29 teachers. The framework is the University Formative Evaluation Network, formed by university professors who focus on researching the potential of formative assessment to improve student learning and teaching process. The methodology used is “action research” and case studies. The results show that this evaluation system has many advantages: a) it allows learning new practice of assessment, b) greater involvement and more student motivation and c) it facilitates the acquisition of independent learning skills. It also presents some drawbacks, such as increased workload for the teacher and student, and a traditional lack of practice of teachers in the application of this model. However, the relationship between workload for the teacher and the student is in line with the requirement set by the new ECTS credit of the new degrees. The most important conclusion we have reached is that formative assessment is a very appropriate means to achieve the competencies required by the degrees, and it develops a dynamic process of teaching and learning that improves academic performance and students and teachers’ motivation.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Technology-Assisted Formative Assessment

2015 ◽  
pp. 380-398 ◽  
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

Why aren’t teachers using formative assessment? What can be done about it?

2020 ◽  
Vol 14 ◽  
pp. 112-136
Author(s):  
Elizabeth Bond ◽  
◽  
Geoff Woolcott ◽  
Christos Markopoulos ◽  
◽  
...  
Keyword(s):  
Formative Assessment ◽  
School System ◽  
Teaching And Learning ◽  
Assessment Practices ◽  
Assessment Framework ◽  
Effective Implementation ◽  
Whole School ◽  
Teachers And Students ◽  
Whole School Approach ◽  
Nature Of Teaching

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers. The framework in practice should act to enable teachers and students to develop new understandings and perspectives about each other and the nature of teaching and learning, as well as ways to implement new practices of teaching and learning supported by reflective modes of active participation.

scholarly journals REFLECTIONS ON THE TRAINING EVALUATION OF LEARNING IN THE DEGREE IN SCIENCE OF EDUCATION OF THE UAEH.

2018 ◽  
Vol 6 (12) ◽  
pp. 56-63
Author(s):  
Maritza Librada Cáceres
Keyword(s):  
Teaching And Learning ◽  
Formative Evaluation ◽  
Data Recovery ◽  
Learning Assessment ◽  
Evaluation Strategies ◽  
Assessment Approach ◽  
Bachelor Of Education ◽  
And Performance ◽  
Evaluation Of Learning

In these reflections some references are analyzed that bet the role of formative evaluation in the students' learning, which transcends the processes of teaching and learning in Higher Education, rescuing the role of collegiate work of the academies, as an organ for making decisions about the evaluation strategies to be applied, according to the demands and needs of the students. The influence of evaluation for learning is based, which conditions a formative potential in students throughout their school trajectory, particularly in the Bachelor of Education Sciences of the Autonomous University of the State of Hidalgo (UAEH), knowledge that transcend throughout the life of the students. For what is considered formative evaluation as a learning assessment approach, which refers to a systematic process of data recovery on student learning and performance, from various sources of evidence; is focused on processes, rather than results, is interested in students being responsible for their own learning and is conceived as a means to achieve and integrate knowledge with meaning and meaning.

Technology-Assisted Formative Assessment

2020 ◽  
pp. 435-453
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

scholarly journals A compreensão de avaliação dos professores de matemática de uma escola de tempo integral à luz da teoria de Paulo Freire / Understanding Assessment of Mathematics Teachers of a School Full-Time in the Light of the Theory of Paulo Freire

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Iracema Campos Cusati ◽  
Maria das Graças Vieira
Keyword(s):  
Formative Assessment ◽  
Mathematics Teachers ◽  
Formative Evaluation ◽  
Paulo Freire ◽  
Full Time ◽  
Ethical Practice ◽  
School Life ◽  
The People ◽  
Evaluation Of Learning ◽  
Emancipatory Practice

ABSTRACTThe development of evaluation as an educational ethical practice is present in most of the works of Paulo Freire. The defense of democracy, dialogue and diversity present in Freire's work, become fundamental tools for thinking in the evaluation of learning as an aid to the teacher who develops an emancipatory practice. In the researched school emerged characteristic elements of a formative evaluation. The people who produce the change are in permanent process of rediscovery and seeking consolidate it in everyday school life. The Freire's perspective seems to offer thus relevant reasons to evaluation concepts that stand in opposition to an education that does not consider the diversity expressed in the daily school highlighting the formative assessment and its inseparability of the education act.RESUMOA concepção de avaliação como prática educativa ética atravessa grande parte das obras de Paulo Freire. A defesa da democracia, do diálogo e da diversidade, presentes na obra freireana, tornam-se ferramentas fundamentais para se pensar na avaliação da aprendizagem como instrumento auxiliar ao educador que desenvolve uma prática emancipatória. Na escola pesquisada emergiram elementos característicos de uma avaliação formativa. Os sujeitos que produzem a mudança estão em permanente processo de redescoberta e consolidam-na no cotidiano escolar. A perspectiva freireana parece oferecer, assim, fundamentação pertinente às concepções de avaliação que se colocam em oposição a uma educação que não considera a diversidade expressa no cotidiano escolar destacando o caráter formativo da avaliação e sua indissociabilidade do ato educativo. Contato principal: [email protected]

scholarly journals A Avaliação como Fio Condutor da Prática Pedagógica

2019 ◽  
Vol 20 (4) ◽  
pp. 370-377
Author(s):  
Osmar Pedrochi Junior ◽  
Regina Luzia Corio de Buriasco
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Classroom Practices ◽  
Teachers And Students

A atual perspectiva de avaliação formativa, se preocupa com a formação dos alunos mais do que em dar notas, atuando de forma contínua, preocupando-se com todos os aspectos e todos os envolvidos no processo de ensino e aprendizagem, faz da avaliação uma peça chave dentro desse processo, superando a suas funções mais conhecidas de verificar e certificar por meio de notas ou conceitos. Tem-se o objetivo de apresentar uma perspectiva de avaliação que pode conduzir as ações pedagógicas de professores e alunos. Para isso, buscou-se na literatura o sentido da avaliação formativa, por meio de uma pesquisa especulativa baseada em Martineau, Simard e Gauthier (2001) e Van Der Maren (1996), trata-se do conceito de avaliação formativa desde a sua gênese até o que atualmente é discutido na literatura. Por fim, apresenta uma perspectiva de avaliação que tem a função de conduzir todas as práticas em sala de aula. Palavras-chave: Ensino. Avaliação. Avaliação Formativa.AbstractThe perspective of formative assessment, which is concerned with the formation of students rather than grading, acting continuously, worrying about all aspects and everyone involved in the teaching and learning process, makes evaluation a piece key within this process, surpassing its most well-known functions of verifying and certifying through notes or concepts. This article aims to present an evaluation perspective that can lead the pedagogical actions of teachers and students. For this, we sought in the literature the meaning of formative evaluation, through a speculative research based on Martineau, Simard and Gauthier (2001) and Van Der Maren (1996), this article deals with the concept of formative evaluation since its inception. even what is currently discussed in the literature. Finally, it presents an evaluation perspective that has the function of conducting all classroom practices. Keywords: Learn. Assessment . Formative Assessment.

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