formative assessment as systematic practice in higher basic education students

In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.

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BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/19.16.80 ◽

2019 ◽

Vol 16 (2) ◽

pp. 80-88

Author(s):

Vincentas Lamanauskas ◽

Violeta Slekiene ◽

Gabriel Gorghiu ◽

Costin Pribeanu

Keyword(s):

Science Teachers ◽

Mobile Technology ◽

Teaching And Learning ◽

Educational Process ◽

Mobile Technologies ◽

Motivation To Learn ◽

Teachers And Students ◽

Preliminary Study ◽

Teaching Learning ◽

Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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Biochemistry on the game board: improvements in the teaching-learning process in basic education

Revista de Ensino de Bioquímica ◽

10.16923/reb.v13i2.586 ◽

2015 ◽

Vol 13 ◽

pp. 18

Author(s):

F. A. Silva ◽

R. Rebeca

Keyword(s):

Public Schools ◽

Basic Education ◽

Leisure Activity ◽

Pedagogical Practice ◽

Teacher Student ◽

Education School ◽

Curriculum Guidelines ◽

Teachers And Students ◽

Game Board ◽

Teaching Learning

According to the Curriculum Guidelines of Biology of Basic Education "school should encourage the pedagogical practice based on different methodologies, valuing the teaching concepts, the learning (internalization) and the evaluation that allow teachers and students being aware of the need for emancipatory transformation”. The teaching of biochemistry and its contents in basic education are not discussed as a structuring content within the Biology subject, but are included in related content such as cellular biology. The objective of this study was to inventory the contents and methodologies related to biochemistry taught by teachers of basic education and produce teaching-learning materials as contribution to these contents from the inventory results. The methodology was developed from the analysis of the questionnaires applied to biology teachers from public schools of Guarapuava-Pr. The results showed that the teaching of biochemistry and biology discipline, although it comes from the same area, are designed as two unattached areas, meaning there is no perception by teachers in relation to the implicit conceptual intercept in teaching Biology and Biochemistry. To this end, the profile of the game Grow was adapted using themes related to Biochemistry. The game consists of 45 cards and a game board with a track. The player who gives more write answers to the questions reaches the end and wins the match. For game evaluation participants answered a questionnaire at the end of the activity. Most of the participants argued that the process has contributed to ensure the assimilation of the contents, since it is a leisure activity with effective participation of students. Thus, the obtained data confirmed the assumption of Pedroso (2009), which states that the games allow a significant teacher-student interaction, disseminating scientific knowledge from the views and experiences of the student.

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Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v45.3-20210023.ing ◽

2021 ◽

Vol 45 (3) ◽

Author(s):

Ana Glaucia Paulino Lima ◽

Danielle Abdel Massih Pio ◽

Ana Carolina Nonato ◽

Mara Quaglio Chirelli ◽

Roseli Vernasque Bettini

Keyword(s):

Medical Students ◽

Educational Process ◽

Biomedical Knowledge ◽

Clinical Communication ◽

Student Work ◽

Communication Practice ◽

Extensive Training ◽

Teachers And Students ◽

The Subject ◽

Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

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AVALIAÇÃO FORMATIVA E ENSINO-APRENDIZAGEM DA ESCRITA EM FRANCÊS COMO LÍNGUA ESTRANGEIRA NO ENSINO BÁSICO | FORMATIVE ASSESSMENT AND WRITING TEACHING-LEARNING IN FRENCH AS A FOREIGN LANGUAGE IN THE SECONDARY SCHOOL

Estudos Linguísticos e Literários ◽

10.9771/ell.v0i57.24789 ◽

2017 ◽

pp. 138

Author(s):

Luciana De Oliveira Alves ◽

Myriam Crestian Chaves da Cunha

Keyword(s):

Secondary School ◽

Foreign Language ◽

Formative Assessment ◽

Teaching And Learning ◽

Self Regulation ◽

Evaluation Criteria ◽

Self Assessment ◽

Written Production ◽

Teaching Learning ◽

Mutual Evaluation

Este artigo apresenta a avaliação formativa como dispositivo regulatório para o desenvolvimento da produção escrita em francês como língua estrangeira, no ensino básico. A partir da análise de um recorte de uma sequência didática envolvendo a produção escrita por aprendentes do 2º ano do Ensino Médio, procura-se verificar em que condições uma metodologia de ensino e aprendizagem ancorada em estratégias formativas, tais como a construção de critérios de avaliação (HADJI, 2011; DE KETELE, 2013) e a implicação do aprendente na avaliação mútua e na autoavaliação (ALLAL, 2004, 2007) pode levar os aprendentes a desenvolver competências avaliativas que os ajudem a ter um maior controle de sua produção escrita e a adquirirem uma visão mais crítica da própria escrita. Palavras-Chave: Ensino/aprendizagem de Francês como língua estrangeira; Avaliação formativa; Autorregulação; Produção escrita.Abstract: This article presents the formative assessment as regulatory device to the development of writing skills in French as a foreign language in the secondary school. Through the analysis of one of the phases of a didactic sequence involving the written production of learners from the second year of high school, we aimed to verify under which conditions a teaching and learning methodology anchored in formative strategies, such as the construction of evaluation criteria (HADJI, 2011; DE KETELE, 2013) and the learner's involvement in mutual evaluation and self-assessment (ALLAL, 2004, 2007) may lead students to develop evaluative skills that can help them gain greater control over their written production and develop a more critical view of their own written production.Keywords: Teaching/learning French as a foreign language; Formative assessment; Self-regulation; Written production.

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ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

Romanian Review of Geographical Education ◽

10.23741/rrge220213 ◽

2021 ◽

Vol 10 (2) ◽

pp. 45-66

Author(s):

ROXANA MIHELE

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Careful Analysis ◽

Educational Process ◽

Educational Systems ◽

Daily Lives ◽

Teachers And Students ◽

Temporary Solution ◽

Amount Of Knowledge ◽

Teaching Learning

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

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Inclusion of Ict During the Transformation of the Environment of Learning of the Current with that One in the Centre for the Students – Experience and Attitudes of the Teachers

European Journal of Multidisciplinary Studies ◽

10.26417/ejms.v4i1.p65-71 ◽

2017 ◽

Vol 4 (1) ◽

pp. 65

Author(s):

Freskina Mula ◽

Shqipe Mula

Keyword(s):

Learning Process ◽

New Technologies ◽

Practical Knowledge ◽

Rapid Development ◽

Educational Process ◽

Inductive Method ◽

Traditional Learning ◽

Teachers And Students ◽

Power Point ◽

Teaching Learning

The integration of the technology in education will mean a lot for the basic skills of computerizing and computers programs in a classroom. Effective integration of these technological skills should occur across the curriculum in ways that studies show deepening and enhancing of the learning process. The purpose of this paper addresses the fundamental issue of how schools, teachers and students are ready to use the basic tools of ICT (radio, TV, mobile phones, computers, laptops, projector, application programs, Word, Excel, Power-Point etc. ) during the teaching / learning process, knowing the rapid development of technology. Given the fact that the population in Kosovo consists mainly of new age, youth (age 15-24) who include 55. 3% of the population involved in the educational process www. ks-gov. net/esk, then from these data we can draw an image that the use of new technologies by young people and it is necessary installation requirement of ICT in schools, therefore there stems the need for this research. The survey was conducted in five schools of lower secondary education in the municipality of Gjakova/Republic of Kosovo. For conducting this paper there were used these methods: theoretical analysis method, the analysis of pedagogical documentation, the inductive method, comparative and statistical and research instrument was a questionnaire, which is applied to teachers and students. These changes, switching from traditional learning in contemporary learning using the technology undoubtedly help students and enables them to interact theoretical and practical knowledge in order to more easily apply the knowledge acquired.

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The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives)

Journal of Education in Black Sea Region ◽

10.31578/jebs.v1i2.21 ◽

2016 ◽

Vol 1 (2) ◽

Author(s):

Elmir GURBANOV

Keyword(s):

Undergraduate Students ◽

Peer Assessment ◽

Educational Background ◽

Educational Process ◽

Self Assessment ◽

Cognitive Approach ◽

Teachers And Students ◽

To Come ◽

Improved Learning ◽

Teachers Perspectives

The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers’ and students’ perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage - grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.

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Using project method for the purpose of educating future music teachers

Linguistics and Culture Review ◽

10.21744/lingcure.v5ns2.1361 ◽

2021 ◽

Vol 5 (S2) ◽

pp. 387-400

Author(s):

Helena H. Rolinska

Keyword(s):

Music Education ◽

Music Teachers ◽

Educational Process ◽

Training Process ◽

Self Assessment ◽

Project Method ◽

Pedagogical Training ◽

Teachers And Students ◽

Short And Long Term ◽

Project Model

The article discusses the specifics of applying project method to the educational process. The analysis of scientific materials that concern themselves with applying project method is carried out, their main principles are highlighted, and a project model is proposed. Studies conducted in the field of project method were used as materials for this work. During the research, methods of analysis, synthesis, comparison, deduction and induction were used. The research hypothesis is based on the assumption that applying project method to the training process of future music teachers will help students with improving their professional competencies, and increase the motivation to learn. The study proved that applying project method to the training process of educating future music teachers allows for better pedagogical training, motivating students to work more actively, display creativity, and identity. The project method allows students to receive skills of independent and group work, short and long-term planning, and self-assessment. General positive characteristics of applying project method to the training process of educating future music teachers proves the need to adopt this method in higher education institutions. This paper is intended for teachers and students who will implement creative projects while receiving music education.

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El impacto de las redes sociales en el proceso de enseñanza aprendizaje de la termodinámica

Revista de Tecnologías de la Información ◽

10.35429/jit.2019.21.6.26.30 ◽

2019 ◽

pp. 26-30

Author(s):

Carlos Rangel-Romero ◽

Juan Carlos Rojas-Garnica ◽

Javier Andrey Moreno-Guzmán ◽

Ricardo Hernández-Lazcano

Keyword(s):

Learning Process ◽

Formative Evaluation ◽

Educational Process ◽

Teaching Approaches ◽

Redes Sociales ◽

Virtual Training ◽

Training Models ◽

Pedagogical Strategy ◽

New Models ◽

Teaching Learning

The development and use of social networks in the teaching-learning process that students develop, makes it an important and almost essential tool in the educational process. This entails changes, of various absolutely inevitable characteristics when it comes to launching innovative proposals in the teaching of thermodynamics. Hence the training processes in universities demand new models of pedagogical strategy capable of responding to the needs of the new society. However, in practice, during the teaching process of thermodynamics, it has been detected that traditionalist teaching approaches are still assumed, which does not meet the expectations demanded by the new training models. The research carried out is aimed at studying the evaluation of the teaching-learning process in its formative and meaningful training, with the objective of promoting formative evaluation through the use of virtual training environments.

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Elaboração de um repositório para a disponibilização de objetos de aprendizagem com foco nos anos iniciais do ensino fundamental

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v5.n1.a1984 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Mara Rosane Noble Tavares ◽

Silvia De Castro Bertagnolli ◽

Josiane Carolina Soares Ramos do Amaral

Keyword(s):

Basic Education ◽

Rio Grande ◽

Learning Objects ◽

Early Years ◽

Rio Grande Do Sul ◽

Regional Coordination ◽

Teachers And Students ◽

Technological Modernization ◽

State Educational ◽

Teaching Learning

Resumo. As tecnologias são, atualmente, os principais instrumentos de modernização tecnológica da Rede Estadual de Ensino do Rio Grande do Sul. As TICs aliadas à educação contribuem, cada vez mais, para o processo de ensinar/aprender. Os estudos recentes de muitos pesquisadores apontam para a relevância do problema: as TICs oferecem para professores e alunos oportunidades de simulação e perspectivas de intervenção na realidade partindo das experiências de sala de aula. O presente artigo relata a pesquisa documental realizada para mapear a oferta de Objetos de Aprendizagem do Banco Internacional de Objetos Educacionais, disponível para os Anos Iniciais. A partir dos dados coletados na pesquisa e das experiências em Formação de Professores realizadas no Núcleo de Tecnologia Educacional Estadual da 1ª Coordenadoria Regional de Educação (NTE/1ª CRE), propõe a construção de um repositório colaborativo, organizado por temas, para auxiliar os professores na escolha e uso do objeto de aprendizagem mais indicado para sua proposta pedagógica. Palavras-chave: Objetos de Aprendizagem. Repositório. Aprendizagem. ELABORATION OF A REPOSITORY FOR LEARNING OBJECTS AVAILABLE WITH FOCUS ON EARLY YEARS OF BASIC EDUCATION Abstract. Technologies are currently the main instruments of the technological modernization of Rio Grande do Sul public education system. TIC's applied to Education contribute, increasingly, to the process of teaching/learning. Recent studies of many researchers point to the importance of the problem: the TIC's offer teachers and students opportunities of simulation and intervention prospects from reality starting from the classroom experiences. This article reports the documentary survey to map the supply of Learning Objects from the International Bank of Educational Objects, available for the Early Years of Elementary School. From the data collected in the research and experiences in teacher training held in State Educational Technology Center of the 1st Regional Coordination of Education (NTE/1st CRE), proposes building a collaborative repository, sorted by themes, to help teachers in choosing and using the Learning Object most appropriate for his teaching proposal/learning. Keywords: Learning Objects. Repository. Learning.

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