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PEACE: prova de escrita para avaliação e análise de competências de escrita - contributos para o desenvolvimento da primeira versão do instrumento
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Orientador(es)
Resumo(s)
Ao contrário da linguagem oral, a escrita é uma competência aprendida aquando da
entrada no primeiro ciclo e que vai acompanhar o aluno durante toda a sua vida escolar e
social. Por este motivo, deve ser atribuída a devida importância a esta competência pois
dificuldades observadas nas primeiras fases de aprendizagem podem desencadear alterações
marcantes para a criança. Assim, são necessárias avaliações específicas para esta área de
forma a identificar estas dificuldades e direcionar a intervenção. Para tal, este trabalho
propõe-se aos seguintes objetivos: (i) identificar os paradigmas basilares de instrumentos de
avaliação de competências de escrita, (ii) desenvolver um instrumento de avaliação de
competências de escrita e (iii) validar os critérios e estímulos selecionados para o instrumento.
Os métodos utilizados para construção e estudos primários de validação são a revisão
bibliográfica, a análise temática, a construção da prova e a peritagem por painel de peritos.
Inicialmente, foi realizado um levantamento dos instrumentos de avaliação de competências
de escrita (e/ou leitura e escrita), linguagem e competências de fonologia de forma a compilar
os critérios que estão na base da criação de uma prova: estrutura, seleção dos estímulos,
apresentação dos estímulos, estrutura do output, estrutura do registo e estrutura da cotação
quantitativa e qualitativa. Seguiu-se a elaboração da estrutura da prova, resultando em 14
testes. Posteriormente, definidos os critérios linguísticos, ortográficos e psicomotores,
selecionaram-se os estímulos para as provas de 1 a 5 e, posteriormente, elaboraram-se as
tabelas de registo e cotação. Realizou-se a peritagem do instrumento (por painel de peritos)
para validação dos critérios subjacentes à prova, da estrutura e dos estímulos. Para este
processo, os peritos tiveram acesso ao manual, tabelas de seleção dos estímulos, folha de
registo do output, folha de registo para a análise do desempenho e procedimentos de cotação
(quantitativa e qualitativa).
Os resultados culminam na sistematização da análise temática e desenvolvimento do
instrumento. Com base nestas ferramentas, esboçou-se o instrumento com 14 provas. As
primeiras cinco foram sujeitas a peritagem. Verifica-se um coeficiente de correlação
intraclasse entre excelente e muito bom na apreciação da macroestrutura do instrumento pelos
peritos. Estes resultados legitimam a análise qualitativa dos critérios que estiveram na base da
seleção estímulos, por análise estatística descritiva, a fim de identificar aqueles que irão
integrar a versão pós-peritagem.
Este estudo é o primeiro passo para a construção do PEACE: Prova de Escrita para
Avaliação e Análise de Competências da Escrita, prevendo-se a prossecução do
desenvolvimento e finalização das provas 9 a 14, em termos da identificação dos estímulos e
do desenvolvimento dos materiais de suporte: tabelas de descrição dos estímulos, folhas de
registo e peritagem.
In opposition to oral language, writing is a skill that is learnt when children enroll primary school and that has a great importance throughout their scholar and social life. For this reason, importance should be given towards this skill in the way that the occurrence of certain gaps at the beginning of the learning process can trigger marked disorders that can directly affect the child. Considering it all, specific evaluations are needed for this area in a way to identify these needs and to conduct the intervention. The objectives of the work are: to identify the basilar paradigms of the evaluation instruments of the written skills, to develop an evaluation instrument of the written skills and to validate the criteria and the selected stimulus for the instrument. The used methods for the construction and primary studies of validation are: review of the literature, thematic analysis, the construction of the trial and the expertise held by the panel of experts. Within the first approach, it was made a research of the existing assessment tools related to writing (and/or reading and writing), language, skills of phonology, in a way of competing the criteria that are in the foundations of the development of a new test: structure, selection of stimulus, presentation of the stimulus, structure of the output, structure of the record and structure of the quantitative and qualitative evaluation. The following step was the elaboration of the instrument structure, resulting in 14 tests. Posteriorly, considered the linguistic, spelling and psychomotor criteria, it was possible to select the stimulus for the tests from 1 to 5 and after the quotation and register tables. The expertise of the instrument has been made (by the panel of experts) to evaluate the criteria underlying the test, of the structure and the stimulus. In this process, the panel of experts had access to the manual, selection tables of the stimulus, output register sheet, performance analysis and quotation procedures (quantitative and qualitative) register sheet. The results culminate in the systematization of the thematic analysis and the development of the instrument. Based on these tools the instrument was outlined with 14 tests. The first five were taken to the panel of experts in this study. From the panel of experts, it was pointed out an intraclass correlation coefficient between excellent and very-good in the macro appreciation of the instrument by the experts. These results legitimized the qualitative analysis, by the described statistical analysis, where it was possible to select the stimulus to integrate in the post-expertise version. This study is the first step towards the development of PEACE, predicting the continuation of the development and the finalization of the tests from 9 to 14, with improvement of the stimulus and the development of the support materials: stimulus description tables, register sheet and panel of experts.
In opposition to oral language, writing is a skill that is learnt when children enroll primary school and that has a great importance throughout their scholar and social life. For this reason, importance should be given towards this skill in the way that the occurrence of certain gaps at the beginning of the learning process can trigger marked disorders that can directly affect the child. Considering it all, specific evaluations are needed for this area in a way to identify these needs and to conduct the intervention. The objectives of the work are: to identify the basilar paradigms of the evaluation instruments of the written skills, to develop an evaluation instrument of the written skills and to validate the criteria and the selected stimulus for the instrument. The used methods for the construction and primary studies of validation are: review of the literature, thematic analysis, the construction of the trial and the expertise held by the panel of experts. Within the first approach, it was made a research of the existing assessment tools related to writing (and/or reading and writing), language, skills of phonology, in a way of competing the criteria that are in the foundations of the development of a new test: structure, selection of stimulus, presentation of the stimulus, structure of the output, structure of the record and structure of the quantitative and qualitative evaluation. The following step was the elaboration of the instrument structure, resulting in 14 tests. Posteriorly, considered the linguistic, spelling and psychomotor criteria, it was possible to select the stimulus for the tests from 1 to 5 and after the quotation and register tables. The expertise of the instrument has been made (by the panel of experts) to evaluate the criteria underlying the test, of the structure and the stimulus. In this process, the panel of experts had access to the manual, selection tables of the stimulus, output register sheet, performance analysis and quotation procedures (quantitative and qualitative) register sheet. The results culminate in the systematization of the thematic analysis and the development of the instrument. Based on these tools the instrument was outlined with 14 tests. The first five were taken to the panel of experts in this study. From the panel of experts, it was pointed out an intraclass correlation coefficient between excellent and very-good in the macro appreciation of the instrument by the experts. These results legitimized the qualitative analysis, by the described statistical analysis, where it was possible to select the stimulus to integrate in the post-expertise version. This study is the first step towards the development of PEACE, predicting the continuation of the development and the finalization of the tests from 9 to 14, with improvement of the stimulus and the development of the support materials: stimulus description tables, register sheet and panel of experts.
Descrição
Palavras-chave
PEACE Competências de Escrita Avaliação Escrita Erros de escrita Semiologia do erro (gramatical, ortográfica e psicomotora) Validação Assessment Spelling Spelling errors Error semiology (grammatical, orthographic and psychometric) Validation