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Assessment for Learning: Teaching Strategies and Feedback in the EFL Classroom Setting
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O feedback é um elemento essencial do processo de aprendizagem, que pode ajudar os alunos a melhorar seu desempenho, desenvolver competências de autorregulação e preencher a lacuna existente entre os resultados de aprendizagem atuais e desejados. No entanto, o feedback nem sempre é eficaz, dependendo de como os alunos percebem, interpretam e utilizam as informações que recebem. Deste modo, é extremamente importante entender os fatores que influenciam as percepções dos alunos sobre o feedback e como estas podem ser melhorados para optimizar a eficácia do feedback.
Este estudo, realizado no contexto da Escola Secundária da Ramada, teve como objetivo promover um impacto positivo e a melhoria das práticas de aprendizagem dos alunos, implementando várias atividades nas áreas de conhecimento de inglês escrito e oral, no âmbito do meu Modelo de Autorregulação para a Aprendizagem. O estudo centra-se na avaliação para a aprendizagem, com o principal objetivo de analisar como uma abordagem de feedforward às práticas pedagógicas pode promover a regulação da aprendizagem dos alunos no contexto da sala de aula. O estudo seguiu uma metodologia mista centrada no paradigma interpretativo, que realizei como um estudo de caso. A recolha de dados foi realizada por meio de questionário, entrevistas em grupos focais, observações em sala de aula, planeamento de aula e prática lectiva, reflexão sobre essas mesma aulas e análise de documentos considerados significativos.
Os resultados sugerem que minha abordagem de feedforward à aprendizagem promoveu uma orientação construtiva de aprendizagem sobre como melhorar. Uma combinação de feedback e feedforward assegurou que a avaliação tivesse um impacto de desenvolvimento efetivo na aprendizagem dos meus alunos. As conclusões apontam para o facto de que, a minha intervenção com uma intencionalidade formativa, contribuiu para apoiar a melhoria da aprendizagem dos alunos e o desenvolvimento de competências de autorregulação. Adicionalmente, demonstrou a conexão de uma forte relação entre intervenções que têm intencionalidade regulatória subjacente e a autorregulação da aprendizagem dos alunos. Finalmente, também é destacado que a avaliação do quotidiano da sala de aula está diretamente relacionada como as práticas e modos de usar o feedback do professor, a abordagem ao erro e a gestão da participação e colaboração dos alunos nos processo de aprendizagem.
Feedback is an essential element of the learning process, as it can help students improve their performance, develop self-regulation skills, and bridge the gap between their current and desired learning outcomes. However, feedback is not always effective, as it depends on how students perceive, interpret, and use the information they receive. Therefore, it is important to understand the factors that influence student perceptions of feedback and how they can be enhanced to optimize feedback effectiveness. This study, conducted in the framework of Escola Secundária da Ramada, aimed to promote a positive impact and improvement on students’ learning practices by implementing several activities in the writing and oral English areas of knowledge within my Self-Regulation Cycle Model framework. The study focuses on assessment for learning with the main objective of analysing how a feedforward approach to pedagogical practices promotes the regulation of student learning in the classroom context. The theoretical framework integrates two essential themes: learning assessment and feedforward practices, from both me and my students. The study followed a mixed methodology centred on the interpretive paradigm, which I carried out as an instrumental case study. Data collection was done through a questionnaire, Focus Groups interviews, classroom observations, planning and teaching of classes, reflection on those classes, and analysis of documents considered significant. The findings suggest that my feedforward approach to learning helped to foster a constructive learning guidance on how to improve. A combination of feedback and feedforward ensured that assessment had an effective developmental impact on my students' learning. The conclusions point to the fact that my intervention with a formative intentionality contributed to supporting students’ learning improvement and self-regulation development skills. It also showed the connection of a strong relationship between interventions that have underlying regulatory intentionality and the self-regulation of students’ learning. Finally, it is also highlighted that assessment in everyday classroom life is related to how the teacher uses feedback, deals with error, and manages student participation and collaboration in the learning process.
Feedback is an essential element of the learning process, as it can help students improve their performance, develop self-regulation skills, and bridge the gap between their current and desired learning outcomes. However, feedback is not always effective, as it depends on how students perceive, interpret, and use the information they receive. Therefore, it is important to understand the factors that influence student perceptions of feedback and how they can be enhanced to optimize feedback effectiveness. This study, conducted in the framework of Escola Secundária da Ramada, aimed to promote a positive impact and improvement on students’ learning practices by implementing several activities in the writing and oral English areas of knowledge within my Self-Regulation Cycle Model framework. The study focuses on assessment for learning with the main objective of analysing how a feedforward approach to pedagogical practices promotes the regulation of student learning in the classroom context. The theoretical framework integrates two essential themes: learning assessment and feedforward practices, from both me and my students. The study followed a mixed methodology centred on the interpretive paradigm, which I carried out as an instrumental case study. Data collection was done through a questionnaire, Focus Groups interviews, classroom observations, planning and teaching of classes, reflection on those classes, and analysis of documents considered significant. The findings suggest that my feedforward approach to learning helped to foster a constructive learning guidance on how to improve. A combination of feedback and feedforward ensured that assessment had an effective developmental impact on my students' learning. The conclusions point to the fact that my intervention with a formative intentionality contributed to supporting students’ learning improvement and self-regulation development skills. It also showed the connection of a strong relationship between interventions that have underlying regulatory intentionality and the self-regulation of students’ learning. Finally, it is also highlighted that assessment in everyday classroom life is related to how the teacher uses feedback, deals with error, and manages student participation and collaboration in the learning process.
Descrição
Palavras-chave
Avaliação para as aprendizagens Feedback Feed forward Auto-regulação Assessment for learning Self-regulation