What is it to evaluate? Reconstruction of evaluation practices and concessions
DOI:
https://doi.org/10.18222/eae.v26i63.3671Keywords:
Evaluation of Learning, Curriculum Development, Evaluation Criteria, Training in ContextAbstract
The evaluation of learning is an integral part of curriculum development used for the regulation and measurement of intentional learning in the course of teaching. However, the practices that prevail in schools, with their traditional, organizational, mechanistic and uniformistic "grammar", in place since the 19th century, separate the ways, spaces and times intended for teaching and assessment, due to the concepts inherited of teaching and learning, which are inadequate. This text reviews the concept of evaluation, including an ongoing project of formation research in a Portuguese school. This project, coordinated by the authors, focuses on the reflection and improvement carried out by teachers regarding their ways of developing and measuring learning evaluation, according to progressively assessed criteria agreed on among peers, whose intermediate data are presented here.
Downloads
References
ALARCÃO, Isabel; CANHA, Bernardo. Supervisão e colaboração – uma relação para o desenvolvimento. Porto: Porto, 2013.
ALARCÃO, Isabel; LEITÃO, Álvaro; ROLDÃO, Maria do Céu. Prática pedagógica supervisionada e feedback formativo co-construtivo. Revista Brasileira de Formação de Professores, n. 2, 2009.
ALLAL, Linda. Estratégias de avaliação formativa: concepções psicopedagógicas e modalidades de aplicação. In: ALLAL, Linda; CARDINET, Jean; PERRENOUD, Philippe (Org.). A avaliação formativa num ensino diferenciado. Coimbra: Almedina, 1986. p. 175-210. Actas do Colóquio realizado na Universidade de Genebra, Março de 1978.
ALLAL, Linda. Assessment and the regulation of learning. In: PETERSON, Penelope; BAKER, Eva; MCGAW, Barry (Ed.). International Encyclopedia of Education, n. 3. Oxford: Elsevier, 2010. p. 348-352. DOI: https://doi.org/10.1016/B978-0-08-044894-7.00362-6
ALVES, José Matias. Melhorar os processos e os resultados educativos – o que nos ensina a investigação. Vila Nova de Gaia: Fundação Manuel Leão, 2012. v. 1.
BLACK, Paul; WILIAM, Dylan. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, v. 5, n. 1, p. 7-74, 1998. DOI: https://doi.org/10.1080/0969595980050102
BLACK, Paul; WILIAM, Dylan. Developing the theory of formative assessment. Educational
Assessment, Evaluation and Accountability, v. 21, p. 5–31, 2009. DOI: https://doi.org/10.1007/s11092-008-9068-5
BLOOM, Benjamim; HASTINGS, J. Thomas; MADAUS, George. Handbook of formative and summative evaluation of student learning. New York: Mac Graw Hill, 1971.
BROOKHART, Susan. How to give effective feedback to your students. Alexandria: Association for Supervision and Curriculum Development, 2008.
CARRILHO RIBEIRO, António. Desenvolvimento curricular. Lisboa: Texto, 1990.
COCHRAN-SMITH, Marilyn; LYTLE, Susan L. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education,
n. 24, p. 249-305, 1999. DOI: https://doi.org/10.1016/S0301-0104(99)00352-3
FERNANDES, Domingos. Avaliação das aprendizagens: desafios às práticas e políticas. Lisboa: Texto, 2005.
FERNANDES, Domingos. Para uma teoria da avaliação formativa. Revista Portuguesa de Educação,
v. 19, n. 2, p. 21-50, 2006. DOI: https://doi.org/10.1080/02690050600918383
FERNANDES, Domingos. Avaliar para aprender: fundamentos, práticas e políticas. São Paulo: Unesp, 2009.
FERRO, Nuno. Parceria num processo de formação de professores. In: ALVES, José Matias; ROLDÃO, Maria do Céu (Coord.). Escolas e consultorias: percursos de desenvolvimento. Porto: Universidade Católica do Porto, 2015.
GASPAR, Ivone; ROLDÃO, Maria do Céu. Elementos de desenvolvimento curricular. Lisboa: Universidade Aberta, 2007.
HARLEN, Wynne. Teachers’ summative practices and assessment for learning – tensions and synergies. The Curriculum Journal, v. 1, n. 2, p. 207-223, 2005. DOI: https://doi.org/10.1080/09585170500136093
HARLEN, Wynne. Criteria for evaluating systems for student assessment. Studies in Educational Evaluation, v. 33, n. 1, p. 15-28, 2007. DOI: https://doi.org/10.1016/j.stueduc.2007.01.003
HARRIS, Alma. Department improvement and school improvement: a missing link?. British Educational Research Journal, v. 27, n. 4, p. 477-486, 2001. DOI: https://doi.org/10.1080/01411920120071470
HATTIE, John. Visible learning – a synthesis of over 800 meta-analyses relating to achivement. New York: Routledge, 2009.
HATTIE, John. Know thy impact. Feedback for learning – educational leadership, v. 70, n. 1, p. 18-23, set. 2012.
HATTIE, John; TIMPERLEY, Helen. The Power of Feedbak. Review of Educational Research, v. 77, n. 1, p. 81 -112, 2007. DOI: https://doi.org/10.3102/003465430298487
KLIEBARD, Herbert. Reappraisal: the Tyler’s rationale. In: PINAR, William (Ed.). Curriculum theorizing. Berkeley, CA: McCutchan, 1975. p. 71.
LITTLE, Judith. W. Professional community and professional development in the learning-centered school. In: KOOY, Mary; VEEN, Klaas van. Teacher learning that matters: international perspectives. New York: Routledge, 2012. p. 22-45.
MONTERO, Lourdes. A construção do conhecimento profissional. Lisboa: Piaget, 2005.
MORRISSON, Keith. Complexity theory, school leadership and management: questions for theory and practice. Educational Management Administration & Leadership, v. 38, n. 3, p. 374-393, 2010. DOI: https://doi.org/10.1177/1741143209359711
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Teachers Matter: attracting, developing and retaining effective teachers. Paris: OECD documents, 2005. (Education and training policy).
PACHECO, José. Critérios de avaliação na escola. In: ABRANTES, Paulo; ARAÚJO, Filomena (Org.). Avaliação das aprendizagens: das concepções às práticas. Lisboa: Ministério da Educação, DEB, 2002. p. 55-64.
PERRENOUD, Philippe. Dez princípios para tornar o sistema educativo mais eficaz. In: AZEVEDO, Joaquim (Coord.). Avaliação dos resultados escolares. Porto: ASA, 2003. p. 103–126.
PIÉRON, Maurice. Formação de professores – aquisição de técnicas de ensino e supervisão pedagógica. Cruz-Quebrada, PT: Edições FMH, 1996.
ROLDÃO, Maria do Céu. Pedagogia por objectivos. O Professor, n. 48, p. 8-15, 1983.
ROLDÃO, Maria do Céu. Trabalho colaborativo – o que fazemos e o que não fazemos nas escolas?. Noesis, n. 66, p. 22-23, 2006.
ROLDÃO, Maria do Céu. Função docente: natureza e construção do conhecimento profissional. Revista Brasileira de Educação, v. 12, n. 34, p. 94-103, 2007. DOI: https://doi.org/10.1590/S1413-24782007000100008
ROLDÃO, Maria do Céu. Estratégias de ensino. O saber e o agir do professor. Vila Nova de Gaia, PT: Fundação Manuel Leão, 2009.
ROLDÃO, Maria do Céu. Ensinar e aprender: o saber e o agir distintivos do profissional docente. In: ENS, Romilda Teodora; BEHRENS, Marilda Aparecida (Org.). Formação do professor – profissionalidade, pesquisa e cultura escolar. Curitiba: Champagnat, 2010. p. 25-42.
ROLDÃO, Maria do Céu. Desenvolvimento do currículo e a melhoria de processos e resultados. In: MACHADO, Joaquim; MATIAS ALVES, Joaquim (Org.). Melhorar a escola: sucesso escolar, disciplina, motivação, direção de escolas e políticas educativas. Porto: Universidade Católica Editora, 2014. p. 136-146.
SADLER, D. Royce. Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, v. 34, n. 2, p. 159-179, 2009. DOI: https://doi.org/10.1080/02602930801956059
SADLER, D. Royce. Beyond feedback: developing student capability in complex appraisal.
Assessment & Evaluation in Higher Education, v. 35, n. 5, p. 535-550, 2010. SERGIOVANNI, Thomas. Novos caminhos para a liderança escola. Porto: ASA, 2004. DOI: https://doi.org/10.1080/02602930903541015
SHULMAN, Lee. Knowledge and teaching: foundations of the new reform. Harvard Educational Review, v. 57, p. 4-14, 1987. DOI: https://doi.org/10.17763/haer.57.1.j463w79r56455411
SHULMAN, Lee; SHULMAN, Judith. How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, v. 36, n. 2, p. 257-271, Mar./Apr. 2004. DOI: https://doi.org/10.1080/0022027032000148298
TABA, Hilda. Curriculum development – theory and practice. New York: Harcourt, Brace & World, 1962.
TUNSTALL, Pat; GIPPS, Caroline. Teacher feedback to young children in formative assessment: a typology. British Educational Research Journal, v. 22, n. 4, p. 389-404, 1996. DOI: https://doi.org/10.1080/0141192960220402
TYLER, Ralph. Basic principles of curriculum and instruction. Chicago: The University of Chicago Press, 1949.
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. Rethinking education – towards a global common good? Paris: Unesco, 2015.
ZABALZA, Miguel. Planificação e desenvolvimento curricular. Porto: ASA, 1992.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
