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Concepções e Práticas de Avaliação de Professores de Ciências Físico-Químicas do Ensino Básico
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Este estudo teve como objectivo identificar e caracterizar as concepções e práticas de avaliação de professores de Ciências Físico- Químicas do Ensino Básico e conhecer como estes integram a avaliação nas suas aulas. No contexto de uma recente mudança curricular, este estudo procura compreender as práticas dos professores e que concepção de ensino evidenciam, partindo do confronto entre os seus discursos e as suas práticas, e da articulação entre práticas de ensino e práticas de avaliação. Realizaram-se três estudos de caso, em que participaram professores com menos de três anos de serviço. A recolha de dados consistiu na observação naturalista de aulas, entrevistas semi-estruturadas e documentos fornecidos pelos participantes. Os resultados evidenciam duas concepções de avaliação das aprendizagens: avaliação da aprendizagem e avaliação para a aprendizagem. Um dos participantes evidencia uma concepção de avaliação da aprendizagem, valorizando uma avaliação de natureza sumativa. Os professores com uma concepção sobre avaliação para a aprendizagem promovem uma avaliação orientada para a melhoria das aprendizagens, valorizando o carácter formativo da avaliação. Relativamente às práticas avaliativas dos três participantes, verificou- se que os critérios de avaliação não são explicitados aos alunos, o feedback é pouco frequente e os alunos têm um papel reduzido no processo de avaliação. Todos os professores demonstram dificuldades na avaliação das competências atitudinais e processuais, sendo que, apenas um dos participantes elabora registos de observação para avaliar estas competências. Os testes constituem o principal instrumento de avaliação nas aulas dos professores participantes neste estudo, o que é coerente com uma concepção de ensino e aprendizagem ainda, marcadamente tradicional. Os resultados do estudo apontam para a necessidade de formação dos professores a nível da avaliação. A formação inicial e contínua, assim como o trabalho em colaboração entre professores poderão ser determinantes para mudança e melhoria nas práticas de ensino dos professores.
The main goal of this study is to identify and characterize conceptions that teachers of Physics and Chemistry have about learning assessment and how teachers incorporate assessment in their teaching practices. The aims are to understand teachers' practices by confronting their speeches with their practices and the articulation between teaching practices and assessment practices, taking into account the recent change in school programs. Three case studies of teachers with less than three years of service were carried out. Data was collected from semi-structured interviews, observations of lessons and documents supplied by the participants. This study’s findings indicate two conceptions of assessment: assessment of learning and assessment for learning. One of the participants shows a conception of assessment of learning, valuing a summative viewpoint of assessment. The other teachers revealed a conception of assessment for learning emphasizing a formative perspective of assessment, that as the role of regularizing and promoting improvement of learning. Relatively to the teachers’ practices, it seems clear that the assessment criteria are implicit, the feedback is sporadic and the students have a reduced role in the assessment process. All of the teachers demonstrate difficulties in assessment of attitudinal and procedural competences. Only one of the participants elaborates observation with registration to assess these competences. The tests constitute the main assessment instrument in the teachers' lessons, what is coherent with a teaching and learning conception that still remains traditional. The results of this study appear to point out the need of teachers’ training in the field of assessment. Initial and continuous training, as well as the work in collaboration among teachers seems crucial for change and improvement in teachers' practices.
The main goal of this study is to identify and characterize conceptions that teachers of Physics and Chemistry have about learning assessment and how teachers incorporate assessment in their teaching practices. The aims are to understand teachers' practices by confronting their speeches with their practices and the articulation between teaching practices and assessment practices, taking into account the recent change in school programs. Three case studies of teachers with less than three years of service were carried out. Data was collected from semi-structured interviews, observations of lessons and documents supplied by the participants. This study’s findings indicate two conceptions of assessment: assessment of learning and assessment for learning. One of the participants shows a conception of assessment of learning, valuing a summative viewpoint of assessment. The other teachers revealed a conception of assessment for learning emphasizing a formative perspective of assessment, that as the role of regularizing and promoting improvement of learning. Relatively to the teachers’ practices, it seems clear that the assessment criteria are implicit, the feedback is sporadic and the students have a reduced role in the assessment process. All of the teachers demonstrate difficulties in assessment of attitudinal and procedural competences. Only one of the participants elaborates observation with registration to assess these competences. The tests constitute the main assessment instrument in the teachers' lessons, what is coherent with a teaching and learning conception that still remains traditional. The results of this study appear to point out the need of teachers’ training in the field of assessment. Initial and continuous training, as well as the work in collaboration among teachers seems crucial for change and improvement in teachers' practices.
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Keywords
Concepções sobre avaliação das aprendizagens avaliação de competências avaliação da aprendizagem avaliação para a aprendizagem práticas avaliativas conceptions of assessment assessment of competences assessment of learning assessment for learning teachers’ assessment practices