Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Reflexão de professores da educação básica acerca da avaliação da aprendizagem(2017-12-11) Oliveira, Thamela Mariza Menezes; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Souza, Tania Midian Freitas de; http://lattes.cnpq.br/7277332092251794; Silva, Fernanda Rebeca Araújo da; http://lattes.cnpq.br/3930005419908476Assessment of learning plays an essential role in the classroom. It is from their results that the teachers are aware of the strengths and weaknesses of the students and can thus promote actions to overcome the difficulties faced by them. Therefore, it is fundamental that teachers have in mind the real function of evaluation in their pedagogical process. This work aimed to understand the conceptions of teachers of basic education regarding the evaluation of learning. The theme arose from the participant observation carried out in supervised stage III, during the 7th period of the Biological Sciences course of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), where the evaluative practices of the teachers called attention to us, making us how they understood the evaluation process. To do so, as instruments of data collection, an interview was used, carried out with 6 elementary school teachers from 4 public schools in Manaus, as well as participant observation. The results showed that the view of the research collaborators on the evaluation of learning is heterogeneous, where different conceptions, instruments used to evaluate the students, and even some difficulties faced in the day-to-day life in the classroom are identified, which make it difficult and impose different characteristics on the evaluation process of each collaborator, which makes each speech unique. In this way, understanding teachers' conception about assessment is fundamental so that we can understand their practices, their training processes and know a little about their experiences with evaluation, as well as enable teachers from their speeches to reflect on practices.Item Curso de formação em avaliação da aprendizagem: aprendendo sobre instrumentos e critérios(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Batista, Eliane; http://repositorio.ifam.edu.br/jspui/handle/4321/683The assessment of learning directly collaborates with the teaching and learning process of students, for this it is necessary to think about which evaluation instruments and criteria are being adopted by educators in their pedagogical practice. The concept of assessment encompasses a variety of factors, ranging from an act of judgment to a quality judgment, considering the student's academic performance. It is understood that it is necessary to have initial training aimed at undergraduates and teachers so that they rethink their assessment practice and the role they are playing in their professions, consequently strengthening the assessment process in educational institutions. The purpose of the course is to train teachers for the conscious exercise of teaching with regard to the Assessment of learning, through instruments and criteria in spaces of initial or continuing education. The proposed course has a workload of 30 hours, taking place in person, with seven daily meetings, originating from a research developed in the Graduate Program in Technological Education, configuring itself as an educational product. Classes can be taught in a dialogued expository manner, with interaction between course participants through group dynamics, discussions and supervised practices.