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Authors
Abstract(s)
A avaliação externa assume na vida de docentes e discentes um papel central. Para uns e outros é inegável a pressão que exercem, condicionando, como tal, muito do que é a sua ação. Gerir um currículo e promover aprendizagens significativas, tendo a avaliação externa presente pode constituir um desafio, quando as articulações parecem muito débeis. De facto, a sociedade exige instrumentos promotores de justiça e equidade e a avaliação externa parece responder a essa exigência. Contudo, quando currículo, aprendizagens e exames parecem não estar alinhados, essa justiça e equidade podem e devem ser questionadas. Procurando as (des)articulações, desenvolvemos esta investigação analisando exames nacionais de Geografia A e o programa específico da disciplina, à luz da taxonomia de Bloom. Analisamos os exames nacionais de Geografia A aplicados entre 2012 e 2018, que nos pareceu uma amostra representativa e que permitia a aferição de (in)congruências. Identificamos processos cognitivos e domínios do conhecimento avaliados nos exames e confrontamos com os processos cognitivos ativados, a partir das aprendizagens esperadas de acordo com o programa da disciplina. Dos resultados obtidos, percebemos que os verbos recordar, compreender e analisar foram os mais frequentes no que aos processos cognitivos respeita, enquanto que as dimensões de conhecimento se situaram nos domínios factual e concetual.
External evaluation plays a central role in the lives of teachers and students. For both, the pressure they exert is undeniable, conditioning, as such, much of their action. Managing a curriculum and promoting meaningful learning, with disregarding the ever present external evaluation, can be a challenge, when the articulations seem very weak. In fact, society requires instruments that promote justice and equity and external evaluation seems to respond to this requirement. However, when curriculum, learning and exams do not seem to be aligned, this justice and equity can and should be questioned. Looking for (dis) articulations, we developed this investigation analysing national exams of Geography A and the specific program of the subject, in the light of Bloom's taxonomy. We analysed the Geography A national exams taken between 2012 and 2018, which seemed to be a representative sample and which allowed the measurement of (in) congruences. We identified cognitive processes and domain knowledge evaluated in the exams and confronted the cognitive processes activated from the expected learning according to the subject's program. From the results obtained, we realized that the verbs “remember”, “understand” and “analyse” are the most frequent in terms of cognitive processes, while the dimensions of knowledge are located in the factual and conceptual domains.
External evaluation plays a central role in the lives of teachers and students. For both, the pressure they exert is undeniable, conditioning, as such, much of their action. Managing a curriculum and promoting meaningful learning, with disregarding the ever present external evaluation, can be a challenge, when the articulations seem very weak. In fact, society requires instruments that promote justice and equity and external evaluation seems to respond to this requirement. However, when curriculum, learning and exams do not seem to be aligned, this justice and equity can and should be questioned. Looking for (dis) articulations, we developed this investigation analysing national exams of Geography A and the specific program of the subject, in the light of Bloom's taxonomy. We analysed the Geography A national exams taken between 2012 and 2018, which seemed to be a representative sample and which allowed the measurement of (in) congruences. We identified cognitive processes and domain knowledge evaluated in the exams and confronted the cognitive processes activated from the expected learning according to the subject's program. From the results obtained, we realized that the verbs “remember”, “understand” and “analyse” are the most frequent in terms of cognitive processes, while the dimensions of knowledge are located in the factual and conceptual domains.
Description
Keywords
Exames nacionais Taxonomia de Bloom Geografia National exams Bloom's taxonomy Geography