A carregar...
Publicação
A aplicação de técnicas de avaliação para a aprendizagem em Geografia
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.57 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A Prática de Ensino Supervisionada (PES) realizada no âmbito do Mestrado em Ensino de Geografia no 3.º ciclo do Ensino Básico e no Ensino Secundário teve como objeto a discussão sobre a importância da avaliação para a aprendizagem e, em particular, a aplicação de algumas técnicas de avaliação para a aprendizagem, enquanto parte integrante dos processos de ensino e aprendizagem dos conteúdos de Geografia nos ensinos básico e secundário. A PES decorreu na Escola Básica e Secundária Francisco Simões, em Almada, durante o ano letivo 2020-2021, numa turma do 8.º ano do Ensino Básico Regular e noutra do 11.º ano do Ensino Secundário Profissional do Curso de Técnicos de Turismo. Nestas, foram colocadas em prática algumas técnicas de avaliação formativa em conjunto com outros métodos de ensino e aprendizagem, fazendo a articulação com as Aprendizagens Essenciais definidas quer para o ensino básico quer para o ensino secundário profissional. Iniciámos com uma abordagem teórica sobre a temática da avaliação pedagógica, aprofundando o conhecimento sobre conceitos e práticas de avaliação para a aprendizagem, e adquirindo maior consciência da sua importância na resposta às exigências do Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO). Num segundo momento, procurámos associar a teoria e a prática, com a aplicação de algumas técnicas de avaliação para a aprendizagem para descrição-análise dos resultados dessa aplicação nas aulas de Geografia. Ficámos mais convictos de que a avaliação formativa, quando usada de forma sistemática e contínua em contexto de sala de aula, permite aos professores e alunos recolher informações acerca do ensino e da aprendizagem, respetivamente, possibilitando aos professores melhorar o primeiro e aos alunos melhorar a segunda, aprendendo mais e melhor.
The Supervised Teaching Practice in Geography Teaching (STP) of the master’s degree in Teaching Geography in the 3rd Cycle of Basic Education and in Secondary Education aimed to discuss the relevance of the assessment for learning, specifically by means of applying some techniques of formative assessment as an element of the teaching and learning processes of Geography in the middle and secondary years. The STP was done in Escola Básica e Secundária Francisco Simões, in Almada, during the school year of 2020-2021, in an 8th grade middle regular class and in an 11th secondary professional class of the Course of Tourism Technicians. Throughout these classes, some techniques of formative assessment were implemented along with other teaching and learning methods, whilst ensuring the defined Essential Learning Objectives (Aprendizagens Essenciais) for both middle regular and secondary professional levels were met. We began with a theoretical approach on the pedagogical assessment theme, deepening the knowledge of the concepts and practices of assessment for learning, and gathering a greater conscience on its importance to successfully meet the demands of the Students’ Profile by the End of Compulsory Schooling (Perfil dos Alunos à Saída da Escolaridade Obrigatória). In a second moment, we tried to associate theory to practice, by means of applying some of the techniques of assessment for learning to describe and analyze their results in Geography classes. It allowed us to become even more convinced that, when systematically and continuously used in the classroom, the formative assessment allows for both teachers and students to gather relevant information about the teaching and learning processes, thus providing the possibility of teachers improving their teaching and of students their learning, with an overall contribution to learning more and better.
The Supervised Teaching Practice in Geography Teaching (STP) of the master’s degree in Teaching Geography in the 3rd Cycle of Basic Education and in Secondary Education aimed to discuss the relevance of the assessment for learning, specifically by means of applying some techniques of formative assessment as an element of the teaching and learning processes of Geography in the middle and secondary years. The STP was done in Escola Básica e Secundária Francisco Simões, in Almada, during the school year of 2020-2021, in an 8th grade middle regular class and in an 11th secondary professional class of the Course of Tourism Technicians. Throughout these classes, some techniques of formative assessment were implemented along with other teaching and learning methods, whilst ensuring the defined Essential Learning Objectives (Aprendizagens Essenciais) for both middle regular and secondary professional levels were met. We began with a theoretical approach on the pedagogical assessment theme, deepening the knowledge of the concepts and practices of assessment for learning, and gathering a greater conscience on its importance to successfully meet the demands of the Students’ Profile by the End of Compulsory Schooling (Perfil dos Alunos à Saída da Escolaridade Obrigatória). In a second moment, we tried to associate theory to practice, by means of applying some of the techniques of assessment for learning to describe and analyze their results in Geography classes. It allowed us to become even more convinced that, when systematically and continuously used in the classroom, the formative assessment allows for both teachers and students to gather relevant information about the teaching and learning processes, thus providing the possibility of teachers improving their teaching and of students their learning, with an overall contribution to learning more and better.
Descrição
Palavras-chave
Ensino de Geografia Avaliação Avaliação formativa Avaliação para a aprendizagem Técnicas de avaliação Geografia Formative assessmen Assessment for learning Assessment techniques Geography