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Advisor(s)
Abstract(s)
O presente estudo tem como propósito essencial descrever a modalidade de
auto-avaliação implementada na disciplina de Educação Visual e Tecnológica (EVT),
concretizada pelos docentes responsáveis por esta área disciplinar, numa escola do
segundo e terceiro ciclos do ensino básico (EB2,3º ciclos) do concelho de Tondela, no
sentido de se ampliar o leque de conhecimentos acerca da mesma.
Especificamente, procura averiguar-se a forma como os professores
operacionalizam a auto-avaliação na disciplina de EVT. Analisa-se, ainda que de
forma sucinta, a importância atribuída ao processo de auto-avaliação e se os
professores introduzem mudanças nas suas práticas pedagógicas resultantes do
recurso a esta modalidade de avaliação formativa.
Trata-se de uma investigação descritiva simples, de carácter transversal, com
recurso ao inquérito por questionário, elaborado especificamente para o efeito. A
amostra é constituída por seis professores de EVT e cento e sete alunos.
No que concerne aos principais resultados obtidos, destacamos que existe
ainda uma lacuna entre o discurso normativo e as práticas implementadas no terreno,
não se colhendo as principais vantagens clamadas pela auto-avaliação. Contudo,
verifica-se que a auto-avaliação constitui uma modalidade a que os professores de
EVT recorrem, e à qual atribuem pertinência, não lhe associando obstáculos ou
desvantagens, mas, na maioria das vezes, apenas implementada no final da Unidade
de Trabalho, tornando-se pontual e não contínua e sistemática como seria desejável.
ABSTRACT This study aims to describe the mode of self-assessment implemented in the Visual and Technological Education (VTE) subject, implemented by the teachers responsible for this subject area, in a Junior/Middle School (5th, 6th, 7th, 8th, and 9th grades) of the municipality of Tondela, in order to expand the range of knowledge about it and to reap greater benefits from its application. Specifically, we have in sight to study how teachers operationalize the selfassessment in the VTE subject. We analyze, albeit briefly, the importance attributed to the self-evaluation and if teachers introduce changes in their teaching practice resulting from the use of this kind of formative assessment. This study is a simple descriptive research of transversal nature, using a questionnaire survey, specifically developed for this purpose. The sample is constituted of six VTE teachers and one hundred and seven students. Regarding the main results, we emphasize that there is still a gap between the normative discourse and the implemented practices, which doesn’t reap the main benefits unclaimed by self-assessment. However, we find out that self-assessment is a method used by the VTE teachers and to which they assign relevance, not associating obstacles or disadvantages to it, but most often only implemented occasionally at the end of a Teaching Unit, and not in a continuous and systematic way, as desirable.
ABSTRACT This study aims to describe the mode of self-assessment implemented in the Visual and Technological Education (VTE) subject, implemented by the teachers responsible for this subject area, in a Junior/Middle School (5th, 6th, 7th, 8th, and 9th grades) of the municipality of Tondela, in order to expand the range of knowledge about it and to reap greater benefits from its application. Specifically, we have in sight to study how teachers operationalize the selfassessment in the VTE subject. We analyze, albeit briefly, the importance attributed to the self-evaluation and if teachers introduce changes in their teaching practice resulting from the use of this kind of formative assessment. This study is a simple descriptive research of transversal nature, using a questionnaire survey, specifically developed for this purpose. The sample is constituted of six VTE teachers and one hundred and seven students. Regarding the main results, we emphasize that there is still a gap between the normative discourse and the implemented practices, which doesn’t reap the main benefits unclaimed by self-assessment. However, we find out that self-assessment is a method used by the VTE teachers and to which they assign relevance, not associating obstacles or disadvantages to it, but most often only implemented occasionally at the end of a Teaching Unit, and not in a continuous and systematic way, as desirable.
Description
Keywords
Auto-avaliação Avaliação Formativa Educação Visual e Tecnológica Self-assessmen Formative Evaluation Visual and Technological Education