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Formas e meios de avaliação na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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O atual relatório, realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação de Santarém, estrutura-se em três partes.
A primeira parte descreve as experiências de estágio em creche, jardim de infância e 1.º Ciclo do Ensino Básico (1.º, 2.º e 4.º anos de escolaridade), em que é feita uma reflexão sobre a organização do ambiente educativo, os projetos de intervenção, as aprendizagens e as dificuldades sentidas.
Na segunda parte é apresentado o estudo investigativo, que surgiu de uma dificuldade vivenciada nos estágios e tem como objetivo perceber como se realiza a avaliação nestes contextos educativos.
A terceira parte integra uma reflexão sobre o trabalho realizado durante os estágios, sobre a investigação desenvolvida e os contributos destas aprendizagens para o meu futuro profissional.
A pesquisa seguiu uma metodologia de natureza qualitativa, em que os dados foram recolhidos através de inquéritos por questionários a uma educadora, duas professoras do 1.º Ciclo do Ensino Básico e cinco estudantes do mestrado que habilita para a docência, procurando-se compreender quais as estratégias avaliativas utilizadas e as dificuldades sentidas neste processo.
Os resultados do estudo mostraram que os participantes reconhecem que a avaliação deve ser feita de forma contínua. Observa-se que existe envolvimento e participação das crianças na avaliação, principalmente através da autoavaliação e de discussões em grande grupo sobre o processo de aprendizagem. Embora seja enumerada uma diversidade de instrumentos, a observação direta é o meio mais recorrente de recolha de informação. A divulgação da avaliação e o registo de evidências de forma sistemática continua a ser uma das maiores dificuldades sentidas pelas estudantes.
This report, carried out as part of the Master's Degree in Early Childhood Education and Teaching of the 1st Cycle of Basic Education at the Higher School of Education of Santarém, is structured in three parts. The first part describes the internship experiences in daycare, kindergarten, and the 1st Cycle of Elementary Education (1st, 2nd, and 4th grades), reflecting on the organization of the educational environment, intervention projects, learning experiences, and difficulties encountered. The second part presents the investigative study, which arose from a difficulty experienced during the internships and aims to understand how assessment takes place in these educational contexts. The third part includes a reflection on the work carried out during the internships, the research developed, and the contributions of this learning to my professional future. The research followed a qualitative methodology, in which data were collected through questionnaires with an educator, two teachers from the 1st Cycle of Elementary Education, and five master's students preparing for teaching, seeking to understand the assessment strategies used and the difficulties experienced in this process. The study results showed that participants recognize that assessment should be continuous. It is observed that there is involvement and participation of children in the assessment, mainly through self-assessment and large group discussions about the learning process. Although a variety of instruments are listed, direct observation is the most recurrent means of collecting information. The dissemination of assessment and the systematic recording of evidence continues to be one of the greatest difficulties experienced by the students.
This report, carried out as part of the Master's Degree in Early Childhood Education and Teaching of the 1st Cycle of Basic Education at the Higher School of Education of Santarém, is structured in three parts. The first part describes the internship experiences in daycare, kindergarten, and the 1st Cycle of Elementary Education (1st, 2nd, and 4th grades), reflecting on the organization of the educational environment, intervention projects, learning experiences, and difficulties encountered. The second part presents the investigative study, which arose from a difficulty experienced during the internships and aims to understand how assessment takes place in these educational contexts. The third part includes a reflection on the work carried out during the internships, the research developed, and the contributions of this learning to my professional future. The research followed a qualitative methodology, in which data were collected through questionnaires with an educator, two teachers from the 1st Cycle of Elementary Education, and five master's students preparing for teaching, seeking to understand the assessment strategies used and the difficulties experienced in this process. The study results showed that participants recognize that assessment should be continuous. It is observed that there is involvement and participation of children in the assessment, mainly through self-assessment and large group discussions about the learning process. Although a variety of instruments are listed, direct observation is the most recurrent means of collecting information. The dissemination of assessment and the systematic recording of evidence continues to be one of the greatest difficulties experienced by the students.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
Avaliação das aprendizagens educação pré-escolar 1.º ciclo do ensino básico participação das crianças Learning assessment early childhood education cycle of elementary education children's participation
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC