Navegando por Autor "Lopes, Dennys Teles"

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Avaliação formativa: uma experiência de formação de professores mediada por tecnologia digital de informação e comunicação no município de Manacapuru
(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes; Silva, Josiani Mendes; Pacheco, Maria Lúcia Tinoco; Lima, Eliane Batista
The research proposes to discuss the assessment of learning from a formative perspective. This research was important because it treated assessment as a teaching and learning process from the perspective of formative assessment mediated by Digital Information and Communication Technologies. This research is of a qualitative nature, and aims to investigate how to lead teachers to broaden their perspective on assessment, and to include formative assessment, mediated by TDICs, in their teaching practice. In this way, relying on theorists Carpim (2020), Silva (2018), Villas Boas (2016), Luckesi (2014), Gatti (2014) among others, we discuss and reflect on the conceptions, characteristics, elements of formative assessment, as well as teacher training and assessment instruments. This research sought to answer the following problem: How to get teachers to reflect, within the scope of in-service training, on the adoption of formative assessment in teaching practice, based on experience with the use of TDICs? To achieve the proposed objectives, Yin's (2015) case study methodology was used. We chose this method as we considered it suitable for investigating the object of study, as it helped us to understand and interpret the phenomena surrounding formative assessment. The research participants were teachers, from rural areas, from the Municipal Education System, from the municipality of Manacapuru/Am. We used the focus group as a data collection technique to obtain research data. The data collected in the interviews were structured and interpreted using the Content Analysis Technique, according to Bardin (2016), structured in three phases: 1) pre analysis; 2) exploration of the material and 3) treatment of results. The analysis reveals that teachers, upon completing their initial training and facing their teaching responsibilities, are unprepared to assume the role of evaluators, as they lack theoretical foundations that support their evaluation practices. Instead, they believe in their past experiences as students. The data also highlights the need for continued training in learning assessment from a formative perspective, as indicated by the observations made by the interviewed teachers. In view of these results, we developed a proposal for an educational product, through a training entitled “Coffee with training: reflections on learning assessment from a formative perspective”, whose objective is to provide teachers with continued training in learning assessment from a formative perspective, through reflection and discussion about the evaluation action, as well as concepts, purposes and techniques of formative evaluation. To validate the proposal, we applied the product with a group of elementary school teachers in the final years of a municipal school in the city of Manacapuru/AM, located in a rural area. The teachers positively evaluated the coffee proposal with training based on its constituent elements, providing contributions and suggestions for improving the proposal.
Café com formação: reflexões sobre avaliação da aprendizagem na perspectiva formativa
(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes
The continuing training “Coffee with training: reflections on learning assessment from a formative perspective” is the result of master's research entitled “Formative assessment: a teacher training experience mediated by Digital Information and Communication Technology in the municipality of Manacapuru” developed in the course Professional Master's Degree in Technological Education from the Postgraduate Program in Technological Education (PPGET) at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The purpose of this is to provide a space for reflection and dialogue on learning assessment from a formative perspective. Furthermore, through training actions between theory and practice, the participant will be able to (trans)form their conception and evaluation practice. This material is organized into two parts: the first, "Knowledge about Learning Assessment from a formative perspective", which presents the key concepts and foundations of the topic in question; and the second, where we present the "General characteristics of the café with training", containing the overview of the planning, the activity itineraries and the learning itinerary to be carried out by the participants. We highlight that the training café has a 15-hour workload, organized to take place in five face-to-face or online meetings, with 3 hours of discussion each day, in which we must include: dialogued classes that allow interaction between reflection, theory and practice; the development of participants’ creativity; supervised practices and the promotion of debates. Finally, we hope that this material can support training moments for teachers and a lot of learning.