Práticas de avaliação na formação de professores

um estudo com alunos e coordenadores de curso em Portugal e na Polónia

Autores

  • Cláudia Pinheiro Universidade do Minho
  • Maria Assunção Flores Universidade do Minho
  • Joanna Madalinska-Michalak Universidade de Varsóvia
  • Irene Cadime Universidade do Minho

Palavras-chave:

Ensino Superior, Avaliação, Formação de Professores, Alunos futuros professores, coordenadores

Resumo

Neste artigo apresentam-se resultados decorrentes de um estudo mais amplo que pretendeu conhecer a perspetiva de alunos futuros professores e de coordenadores de curso sobre práticas de avaliação em cursos de formação de professores em Portugal e na Polónia. Os dados foram recolhidos junto de 355 alunos portugueses e 434 polacos através de um inquérito por questionário e de entrevistas individuais a coordenadores de curso (6 portugueses e 8 polacos). Os resultados apontam para uma maior preferência por métodos de avaliação tradicionais por parte dos alunos polacos, enquanto os estudantes portugueses enfatizam a justiça da participação na avaliação relatando ainda níveis mais elevados de participação na avaliação. Quanto aos coordenadores portugueses, destacam a necessidade de alterar o modo como é fornecido o feedback bem como a importância que lhe é atribuída a par de uma melhor preparação dos alunos para a prática profissional. Por seu turno, os coordenadores polacos referem sobretudo a necessidade de implementação de uma avaliação através de métodos que preparem os alunos para a prática docente.

Downloads

Não há dados estatísticos.

Biografia do Autor

Cláudia Pinheiro, Universidade do Minho

Doutorada. Centro de Investigação em Estudos da Criança da Universidade do Minho.

ORCID: https://orcid.org/0000-0002-5474-8546

Maria Assunção Flores, Universidade do Minho

Professora Associada com Agregação. Centro de Investigação em Estudos da Criança da Universidade do Minho. ORCID: https://orcid.org/0000-0002-4698-7483

Joanna Madalinska-Michalak, Universidade de Varsóvia

Professora Catedrática. Faculdade de Educação da Universidade de Varsóvia.

ORCID: https://orcid.org/0000-0001-9980-6597

Irene Cadime, Universidade do Minho

Investigadora Auxiliar. Centro de Investigação em Estudos da Criança da Universidade do Minho. ORCID: https://orcid.org/0000-0001-8285-4824

Referências

ALHIJA, F. N. A. Teaching in higher education: Good teaching through students’ lens. Studies in Educational Evaluation, 54, 4-12, 2017. https://doi.org/10.1016/j.stueduc.2016.10.006

ALKHARUSI, H. A. Correlates of Teacher Education Students' Academic Performance in an Educational Measurement Course. International Journal of Learning, v. 16, n. 2, 2009.

ALLEN, J. M., & WRIGHT, S. E. Integrating theory and practice in the pre-service teacher education practicum. Teachers and teaching, v. 20, n. 2, pp. 136-151, 2014. https://doi.org/10.1080/13540602.2013.848568

BIGGS, J. Aligning teaching and assessing to course objectives. Teaching and learning in higher education: New trends and innovations, v. 2, n. 4, pp. 13-17, 2003.

BLACK, P., & WILIAM, D. Assessment and classroom learning. Assessment in Education: principles, policy & practice, v. 5, n. 1, pp. 7-74, 1998. https://doi.org/10.1080/0969595980050102

BOUD, D. & ASSOCIATES. Assessment 2020: Seven Propositions for Assessment Reform in Higher Education. Sydney: Australian Learning and Teaching Council. 2010. http://www.iml.uts.edu.au/assessment-futures/Assessment-

BOUD, D. Assessment and the promotion of academic values. Studies in higher education, v. 15, n. 1, 101-111, 1990. https://doi.org/10.1080/03075079012331377621

BROWN, G. T., & REMESAL, A. Prospective teachers' conceptions of assessment: A cross-cultural comparison. The Spanish journal of psychology, v. 15, n. 1, pp. 75-89. 2012 https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37286

BROWN, S., & KNIGHT, P. Assessing learners in higher education. Psychology Press, 1994.

BULLOUGH, R. V., & GITLIN, A. Becoming a student of teaching: Methodologies for exploring self and school context. (No Title), 1995.

CARLESS, D., SALTER, D., YANG, M., & LAM, J. Developing sustainable feedback practices. Studies in higher education, v. 36, n. 4, pp. 395-407, 2011. https://doi.org/10.1080/03075071003642449

COHEN, L., MANION, L., & MORRISON, K. Research methods in education, 6. Baskı, Oxon: Routledge, 2007.

COUTINHO, C. P. Metodologia de investigação em ciências sociais e humanas. Leya, 2014.

DARLING-HAMMOND, L. Teacher education around the world: What can we learn from international practice?. European journal of teacher education, v. 40, n. 3, pp. 291-309, 2017. https://doi.org/10.1080/02619768.2017.1315399

DOCHY, F., SEGERS, M. GIJBELS, D., & STRUYVEN, K. Assessment Engineering: Breaking down Barriers between Teaching and Learning, and Assessment. In D. Boud and N. Falchikov (pp. 87–100). Rethinking Assessment in Higher Education: Learning for the Longer Term. Routledge, 2007.

EGGEN P., & KAUCHAK, D. Educational psychology: Windows on classrooms. New Jersey Prentice Hall, Inc, 2001.

FERNANDES, D. Pesquisa de percepções e práticas de avaliação no ensino universitário português. Estudos em Avaliação Educacional, v. 26, n. 63, pp. 596-629, 2015. https://doi.org/10.18222/eae.v26i63.3687

FLORES, M. A. Teacher education curriculum. International Handbook of Teacher Education: Volume 1, pp. 187-230, 2016. https://org.doi/10.1007/978-981-10-0366-0_5

FLORES, M. A. (Ed.) Avaliação no Ensino Superior: Conceções e Práticas. De Facto Editores. Santo Tirso: Coleção Practicum – Ciências da Educação, 2019.

FLORES, M. A., PEREIRA, D., FERNANDES, E., & COUTINHO, C. Conclusões e Implicações. In M. A. Flores (Ed.), Avaliação no Ensino Superior: Conceções e Práticas (pp.229-254). De Facto Editores. Santo Tirso: Coleção Practicum – Ciências da Educação, 2019.

FORMOSINHO, J. Dilemas e tensões da atuação da universidade frente à formação de profissionais de desenvolvimento humano. São Paulo: Pró-Reitoria de Graduação-Universidade de São Paulo, 2009.

FREEMAN, M. Peer assessment by groups of group work. Assessment & Evaluation in Higher Education, v. 20, n. 3, pp. 289-300, 1995 https://doi.org/10.1080/0260293950200305

FULMER, G. W., LEE, I. C., & TAN, K. H. Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, v. 22, n. 4, pp. 475-494. 2015

https://doi.org/10.1080/0969594X.2015.1017445

GIBBS, G. Using assessment strategically to change the way students. Assessment matters in higher education, v. 41, 1999.

GIBBS, G., & SIMPSON, C. Does your assessment support your students’ learning. Journal of Teaching and learning in Higher Education, v. 1, n. 1, pp. 1-30, 2004.

HEITINK, M. C., VAN DER KLEIJ, F. M., VELDKAMP, B. P., SCHILDKAMP, K., & KIPPERS, W. B. A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational research review, v. 17, pp. 50-62, 2016. https://doi.org/10.1016/j.edurev.2015.12.002

HOBSON, A. J., MALDEREZ, A., TRACEY, L., GIANNAKAKI, M., PELL, G., & TOMLINSON, P. D. Student teachers’ experiences of initial teacher preparation in England: Core themes and variation. Research papers in education, v. 23, n. 4, 407-433, 2008. https://doi.org/10.1080/02671520701809825

HU, L. T., & BENTLER, P. M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, v. 6, n. 1, pp. 1-55, 1999. https://doi.org/10.1080/10705519909540118

IZCI, K., & CALISKAN, G. Development of Prospective Teachers' Conceptions of Assessment and Choices of Assessment Tasks. International Journal of Research in Education and Science, v. 3, n. 2, 464-474, 2017. ISSN: 2148-9955

KORTHAGEN, F., LOUGHRAN, J., & RUSSEL, T. Developing fundamental principles for teacher education programs and practices. Teaching and teacher education, v. 22, n. 8, 1020-1041. 2006. https://doi.org/10.1016/j.tate.2006.04.022

LEVY-VERED, A., & ALHIJA, F. N. A. The power of a basic assessment course in changing preservice teachers’ conceptions of assessment. Studies in Educational Evaluation, v. 59, pp. 84-93. 2018. https://doi.org/10.1016/j.stueduc.2018.04.003

LI, L., & GAO, F. The effect of peer assessment on project performance of students at different learning levels. Assessment & Evaluation in Higher Education, v. 41, n. 6, pp. 885-900. 2016. https://doi.org/10.1080/02602938.2015.1048185

LINN, R. L. Assessments and accountability (condensed version). Practical Assessment, Research, and Evaluation, v. 7, n. 1, 11, 2000. https://doi.org/10.7275/8jjd-z368

LUTOVAC, S., & FLORES, M. A. ‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development. Journal of Education for Teaching, v. 47, n. 3, pp. 379-394, 2021. https://doi.org/10.1080/02607476.2021.1891833

MACLELLAN, E. How convincing is alternative assessment for use in higher education? Assessment & Evaluation in Higher Education, v. 29, n. 3, pp. 311-321, 2004 https://doi.org/10.1080/0260293042000188267

MAYER, D., ALLARD, A., BATES, R., DIXON, M., DOECKE, B., KLINE, J., ... & HODDER, P. Studying the effectiveness of teacher education. Deakin University, 2015. https://doi.org/10536/DRO/DU:30080802

MEDLAND, E. Assessment in higher education: Drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education, v. 41, n. 1, pp. 81-96, 2016. https://doi.org/10.1080/02602938.2014.982072.

MUTHÉN, B., & MUTHÉN, L. Mplus. In Handbook of item response theory, pp. 507-518, 2017. Chapman and Hall/CRC.

OTERO, V. K. Moving beyond the “get it or don’t” conception of formative assessment. Journal of teacher education, v. 57, n. 3, pp. 247-255, 2006 10.1177/0022487105285963

PEREIRA, D. & FLORES, M. Conceptions and practices of assessment in Higher Education: A study of Portuguese university teachers. Revista Iberoamericana de Evaluación Educativa, v. 9, n. 1, pp. 9-29, 2016. http://dx.doi.org/10.15366/riee2016.9.1.001.

PEREIRA, D. A avaliação das aprendizagens no ensino superior na perspetiva dos estudantes: um estudo exploratório. Dissertação de Mestrado, Universidade do Minho, 2011. http://hdl.handle.net/1822/19122.

PEREIRA, D. Assessment in Higher Education and Quality of Learning: Perceptions, Practices and Implications . Tese de Doutoramento, Universidade do Minho, 2016. http://hdl.handle.net/1822/43445.

PEREIRA, D., NIKLASSON, L., & FLORES, M. A. Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden. Higher education, v. 73, pp. 153-173. 2017. 10.1007/s10734-016-0005-0

PINHEIRO, C., FLORES, M., & MADALINSKA-MICHALAK, J. Assessment in initial Teacher education. Views of Portuguese and Polish students. In Studies on Quality Teachers and Quality Initial Teacher Education, 2020. https://doi.org/10.47050/66515314.54-85.

POPE, N. An examination of the use of peer rating for formative assessment in the context of the theory of consumption values. Assessment & Evaluation in Higher Education, v. 26, n. 3, pp. 235-246, 2001. https://doi.org/10.1080/02602930120052396

QUIVY, R., & VAN CAMPENHOUDT, L., Manual de investigação em ciências sociais, 1992.

RAMSDEN, P. Learning to teach in higher education. Routledge, 2003.

REMESAL, A. Concepções de avaliação de professores primários e secundários: Um estudo qualitativo. Ensino e formação de professores, v. 27, n. 2, pp. 472-482, 2011. https://doi.org/10.1016/j.tate.2010.09.017

SANCHO-GIL, J. M., SÁNCHEZ-VALERO, J. A., y DOMINGO-COCOLLOLA, M. Research-based insights on initial teacher education in Spain. European Journal of Teacher Education, v. 40, n. 3, pp. 310-325, 2017. https://doi.org/10.1080/02619768.2017.1320388

SCHERMELLEH-ENGEL, K., MOOSBRUGGER, H., & MÜLLER, H. Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, v. 8, n. 2, pp. 23-74, 2003.

SEGERS, M., GIJBELS, D., & THURLINGS, M. The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning. Educational studies, v. 34, n. 1, pp. 35-44, 2008. https://doi.org/10.1080/03055690701785269

SIEGEL, M. A. & WISSEHR, C. Preparing for the plunge: Preservice teachers assessment literacy. Journal of Science Teacher Education, v. 22, pp. 371-391, 2011. 10.1007/s10972-011-9231-6

SNOEK, M., BEKEBREDE, J., HANNA, F., CRETON, T., & EDZES, H. The contribution of graduation research to school development: graduation research as a boundary practice. European journal of teacher education, v. 40, n. 3, pp. 361-378, 2017. https://doi.org/10.1080/02619768.2017.1315400

STRUYVEN, K., DOCHY, F., & JANSSENS, S. Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & evaluation in higher education, v. 30, n. 4, pp. 325-341, 2005. https://doi.org/10.1080/02602930500099102

TABER, K. S., RIGA, F., BRINDLEY, S., WINTERBOTTOM, M., FINNEY, J., & FISHER, L. G. Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development, v. 15, n. 2, pp. 171-186, 2011. https://doi.org/10.1080/13664530.2011.571500

TANG, S. Y. From behind the pupil's desk to the teacher's desk: A qualitative study of student teachers' professional learning in Hong Kong. Asia-Pacific Journal of Teacher Education, v. 30, n. 1, pp. 51-65, 2002. https://doi.org/10.1080/13598660120114977

TANG, S. Y., CHENG, M. M., & WONG, A. K. The preparation of pre-service student teachers’ competence to work in schools. Journal of Education for Teaching, v. 42, n. 2, pp. 149-162, 2016. https://doi.org/10.1080/02607476.2016.1143143

TEE, D. D., & AHMED, P. K. 360 degree feedback: An integrative framework for learning and assessment. Teaching in Higher Education, v. 19, n. 6, pp. 579-591, 2014. https://doi.org/10.1080/13562517.2014.901961

VAN DE SCHOOT, R., LUGTIG, P., & HOX, J. A checklist for testing measurement invariance. European journal of developmental psychology, v. 9, n. 4, pp. 486-492, 2012.

VAN NULAND, S. Teacher education in Canada. Journal of education for teaching, v. 37, n. 4, pp. 409-421, 2011. https://doi.org/10.1080/02607476.2011.611222

VOLANTE, L., & FAZIO, X. Exploring Teacher Candidates' Assessment Literacy: Implications for Teacher Education Reform and Professional Development. Canadian Journal of Education, v. 30, n. 3, pp. 749-770, 2007.

WAEGE, K., & HAUGALOKKEN, O. K. based and hands-on practical teacher education: an attempt to combine the two. Journal of Education for Teaching, v. 39, n. 2, pp. 235-249, 2013 https://doi.org/10.1080/02607476.2013.765195

WAEGE, K., & HAUGALOKKEN, O. K. Based and hands-on practical teacher education: an attempt to combine the two. Journal of Education for Teaching, v. 39, n. 2, pp. 235-249, 2013. https://doi.org/10.1080/02607476.2013.765195

Downloads

Publicado

2023-09-12

Como Citar

PINHEIRO, C.; FLORES, M. A.; MADALINSKA-MICHALAK, J.; CADIME, I. Práticas de avaliação na formação de professores: um estudo com alunos e coordenadores de curso em Portugal e na Polónia. Revista Internacional de Pesquisa em Didática das Ciências e Matemática, [S. l.], p. e023014, 2023. Disponível em: https://periodicoscientificos.itp.ifsp.edu.br/index.php/revin/article/view/1220. Acesso em: 24 fev. 2024.