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Avaliação formativa: um estudo das perceções de alunos e professores
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A avaliação formativa constitui uma prática pedagógica que tem um impacto reconhecido na promoção da qualidade do ensino e das aprendizagens. Com o objetivo de conhecer, em contexto, as práticas de avaliação implementadas por uma equipa pedagógica de professores, e as perceções que professores e alunos tecem das mesmas, foi realizado um estudo de caso, implicando três turmas de uma escola secundária portuguesa. Este estudo exploratório naturalista, de natureza qualitativa, combinou a realização de entrevistas a professores e de focus group a alunos. A análise de conteúdo revelou que nem sempre professores e alunos têm perceções alinhadas sobre as práticas de avaliação. Pese embora a diversidade de práticas de avaliação narradas, notam-se fragilidades no que respeita ao uso intencional e pragmático da informação no que concerne à condução e reorientação da ação, tendo em vista a melhoraria do ensino e das aprendizagens. Os modos de operacionalização da avaliação formativa parecem ser demarcados mais pela identidade dos professores, ou pelo seu conhecimento pedagógico do conteúdo, do que pela ação organizada de uma equipa pedagógica. Paralelamente, percebe-se que a alavancagem das práticas de avaliação formativa através do digital parece facilitar a sua operacionalização.
Formative assessment is a pedagogical practice that has a recognized impact on promoting the quality of teaching and learning. To know, in context, the assessment practices implemented by a pedagogical team of teachers and the perceptions that teachers and students have of them, a case study was carried out, involving three classes of a Portuguese secondary school. This qualitative, naturalistic, exploratory study combined interviews with teachers and focus groups with students. The content analysis revealed that teachers and students do not always have aligned perceptions about assessment practices. Despite the diversity of assessment practices narrated, weaknesses are noted regarding the intentional and pragmatic use of information about the reorientation of action to improve teaching and learning. The modes of operationalization of formative assessment seem to be influenced more by the identity of teachers or their pedagogical content knowledge than by the organized action of a pedagogical team. Additionally, it is perceived that leveraging formative assessment practices through digital means seems to facilitate their operationalization.
Formative assessment is a pedagogical practice that has a recognized impact on promoting the quality of teaching and learning. To know, in context, the assessment practices implemented by a pedagogical team of teachers and the perceptions that teachers and students have of them, a case study was carried out, involving three classes of a Portuguese secondary school. This qualitative, naturalistic, exploratory study combined interviews with teachers and focus groups with students. The content analysis revealed that teachers and students do not always have aligned perceptions about assessment practices. Despite the diversity of assessment practices narrated, weaknesses are noted regarding the intentional and pragmatic use of information about the reorientation of action to improve teaching and learning. The modes of operationalization of formative assessment seem to be influenced more by the identity of teachers or their pedagogical content knowledge than by the organized action of a pedagogical team. Additionally, it is perceived that leveraging formative assessment practices through digital means seems to facilitate their operationalization.
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Avaliação formativa Feedback Digitalização do ensino Conhecimento pedagógico de conteúdo Formative assessment Digitalization of teaching Pedagogical content knowledge