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A avaliação na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente trabalho foi 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 e está organizado em duas partes.
Na primeira parte, é apresentado o trabalho desenvolvido no decorrer dos estágios realizados, sendo evidenciados os principais aspetos positivos e negativos vivenciados, assim como as principais experiências de aprendizagem realizadas.
Na segunda parte, apresenta-se a componente investigativa, que teve como objetivo analisar a avaliação na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico.
A investigação contou com a participação das estudantes do mestrado que habilita para a docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (2022/2024), procurando-se estudar a avaliação observada e realizada nas suas práticas supervisionadas e as suas dificuldades na realização da mesma. Contou, ainda, com a participação de uma educadora de infância e duas professoras do 1.º Ciclo. Pretendi com esta pesquisa aprender mais sobre as formas e meios de avaliação utilizados no jardim de infância e na escola.
Optou-se por uma metodologia de natureza qualitativa, tendo-se utilizado técnicas de recolha de dados como o inquérito por questionário, entrevista e análise documental. Os dados recolhidos foram analisados recorrendo à análise de conteúdo.
O presente estudo pretendeu identificar as estratégias, os métodos e os instrumentos de avaliação a que os/as educadores/as e professores/as recorrem para realizarem a avaliação dos alunos.
Foi feito um inquérito por questionário às estudantes da turma, para recolher dados sobre as observações feitas durante os estágios relativamente à avaliação das crianças. A partir da análise destes dados foi possível verificar que, durante os estágios, os instrumentos mais utilizados foram: as grelhas de avaliação, a observação direta, o portefólio e os/as testes/fichas de avaliação.
Foram, ainda, feitas entrevistas a uma educadora e duas professoras cooperantes. De acordo com a análise destes dados observamos que nas suas práticas educativas integram com regularidade os trabalhos de grupo e os projetos. Recorrem com regularidade a ferramentas digitais/tecnológicas que consideram uma mais-valia na avaliação.
Relativamente ao envolvimento das crianças e das famílias, tanto as mestrandas como as profissionais cooperantes, requerem uma constante preocupação em incluí-las na prática, utilizando diversas estratégias de forma a ser possível esse envolvimento, nomeadamente a autoavaliação das crianças, o feedback das suas aprendizagens e a transmissão de informações aos encarregados de educação.
This work was carried out as part of the Master's Degree in Preschool Education and Teaching in the 1st Cycle of Basic Education at the Higher School of Education of Santarém and is organized into two parts. In the first part, the work developed during the internships is presented, highlighting the main positive and negative aspects experienced, as well as the key learning experiences undertaken. In the second part, the investigative component is introduced, aiming to analyze assessment in Preschool Education and the 1st Cycle of Basic Education. The research involved the participation of master's students qualifying for teaching in Preschool Education and the 1st Cycle of Basic Education (2022/2024). It aimed to study the assessment observed and carried out in their supervised practices and the difficulties encountered in performing these assessments. It also included the participation of one preschool educator and two 1st Cycle teachers. The research sought to deepen understanding of the forms and means of assessment used in kindergarten and school. A qualitative methodology was adopted, using data collection techniques such as questionnaires, interviews, and document analysis. The collected data were analyzed through content analysis. The study aimed to identify the strategies, methods, and assessment tools employed by educators and teachers to evaluate students. A questionnaire was administered to the students in the class to collect data on their observations during the internships regarding children's assessment. From the analysis of this data, it was found that the most commonly used tools during the internships were assessment grids, direct observation, portfolios, and tests/evaluation sheets. Interviews were also conducted with one preschool educator and two cooperating teachers. Based on the analysis of this data, it was observed that group work and projects are regularly integrated into their educational practices. They frequently use digital/technological tools, which they consider a valuable asset in assessment. Regarding the involvement of children and families, both the master's students and cooperating professionals consistently strive to include them in practice, employing various strategies to achieve this involvement. These strategies include children's self-assessment, feedback on their learning, and the transmission of information to parents or guardians.
This work was carried out as part of the Master's Degree in Preschool Education and Teaching in the 1st Cycle of Basic Education at the Higher School of Education of Santarém and is organized into two parts. In the first part, the work developed during the internships is presented, highlighting the main positive and negative aspects experienced, as well as the key learning experiences undertaken. In the second part, the investigative component is introduced, aiming to analyze assessment in Preschool Education and the 1st Cycle of Basic Education. The research involved the participation of master's students qualifying for teaching in Preschool Education and the 1st Cycle of Basic Education (2022/2024). It aimed to study the assessment observed and carried out in their supervised practices and the difficulties encountered in performing these assessments. It also included the participation of one preschool educator and two 1st Cycle teachers. The research sought to deepen understanding of the forms and means of assessment used in kindergarten and school. A qualitative methodology was adopted, using data collection techniques such as questionnaires, interviews, and document analysis. The collected data were analyzed through content analysis. The study aimed to identify the strategies, methods, and assessment tools employed by educators and teachers to evaluate students. A questionnaire was administered to the students in the class to collect data on their observations during the internships regarding children's assessment. From the analysis of this data, it was found that the most commonly used tools during the internships were assessment grids, direct observation, portfolios, and tests/evaluation sheets. Interviews were also conducted with one preschool educator and two cooperating teachers. Based on the analysis of this data, it was observed that group work and projects are regularly integrated into their educational practices. They frequently use digital/technological tools, which they consider a valuable asset in assessment. Regarding the involvement of children and families, both the master's students and cooperating professionals consistently strive to include them in practice, employing various strategies to achieve this involvement. These strategies include children's self-assessment, feedback on their learning, and the transmission of information to parents or guardians.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
avaliação das aprendizagens crianças processo avaliativo assessment of learning children evaluation process