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Conceções sobre a avaliação das aprendizagens de alunos com necessidades específicas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.38 MB | Adobe PDF |
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Abstract(s)
Este relatório tem dois capítulos.
No primeiro relatamos as experiências e as aprendizagens que a Prática de Ensino Supervisionada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico. Secções como a Reflexão tornam-no fulcral para a realização do capítulo que se segue visto foi nela que encontrámos o mote para a investigação.
No segundo apresentamos uma pesquisa que diz respeito ao estudo da avaliação das aprendizagens dos alunos com Necessidades Específicas. Nele quisemos saber de que forma é que o papel do professor se repercute na avaliação dos alunos.
Sublinhamos o nível de subjetividade do estudo e refutamos o objetivo de saber se os profissionais participantes são competentes no processo de avaliação dos alunos com NE. Pretendemos conhecer e compreender a complexidade que enfrentam ao desenvolver o dito processo, os seus problemas e a forma como os superam.
This report has two chapters. In the first, we report on the experiences and learning that Supervised Teaching Practice in the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education gave us. Sections such as Reflection make it central to the realization of the following chapter, which is where we found the motto for an investigation. In the second, we present a research that concerns the study of the evaluation of the learning of students with Specific Needs. In it we wanted to know how the role of the teacher affects the evaluation of students. We underline the subjectivity level of the study and refute the objective of knowing if the participating professionals are competent in the evaluation process of students with NE. We intend to know and understand the complexity that we face when developing this process, its problems and the way they overcome them.
This report has two chapters. In the first, we report on the experiences and learning that Supervised Teaching Practice in the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education gave us. Sections such as Reflection make it central to the realization of the following chapter, which is where we found the motto for an investigation. In the second, we present a research that concerns the study of the evaluation of the learning of students with Specific Needs. In it we wanted to know how the role of the teacher affects the evaluation of students. We underline the subjectivity level of the study and refute the objective of knowing if the participating professionals are competent in the evaluation process of students with NE. We intend to know and understand the complexity that we face when developing this process, its problems and the way they overcome them.
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Keywords
necessidades específicas (NE) Inclusão ensino e aprendizagem docência avaliação specific needs (SN) inclusion teaching and learning teaching assessment