In the present study, we report the experience with formative assessment and the use of (formative) feedback during the Remote Education process in the pandemic academic year 2020. Using a qualitative methodological approach, we collected the answers given by students in interdisciplinary activities in a remote online learning platform and, based on it, we developed individualized training feedback for students from a federal elementary school of UFF (COLUNI-UFF) at Federal Fluminense University (UFF), located in the city of Niterói (RJ), in Brazil. To perform this feedback, a database was created with the students’ responses to the proposed interdisciplinary activities. With this exercise, there was a significant improvement in the performance of the students, so that the error was seen as a learning possibility. This process was important for the project fellows, graduating in Mathematics, who realized the importance of formative assessment and the use of formative feedback aimed at the effective learning of students.
References
[1]
Barriga, A. D. (2014). Impacto das políticas de avaliacao e de qualidade nos projetos curriculares. In A. C. Lopes, & A. Alba (Eds.), Diálogos curriculares entre Brasil e México (pp. 147-175). Ed. UERJ.
[2]
Black, P., & Wiliam, D. (1998a). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5, 7-74.
https://doi.org/10.1080/0969595980050102
[3]
Black, P., & Wiliam, D. (1998b). Inside the Black Box: Raising Standards through Classroom Assessment.
[4]
Bonamino, A., & Zákia, S. (2012). Três geracoes de avaliacao da educacao básica no Brasil: Interfaces com o currículo da/na escola. Educacao e Pesquisa, Sao Paulo, 38, 373-388.
http://www.scielo.br/pdf/ep/v38n2/aopep633.pdf
https://doi.org/10.1590/S1517-97022012005000006
[5]
Fernandes, D. (2006). Para uma teoria da avaliacao formativa. Revista Portuguesa de Educacao, 19, 21-50.
[6]
Fernandes, D. (2007). Avaliacao das aprendizagens no Sistema Educativo Português. Educacao e Pesquisa, 33, 581-600. https://doi.org/10.1590/S1517-97022007000300013
[7]
Fernandes, D. (2008). Para uma teoria da avaliacao no domínio das aprendizagens. Estudos em Avaliacao Educacional, 19, 347-372. https://doi.org/10.18222/eae194120082065
[8]
Fernandes, D. (2010). Acerca da articulacao de perspectivas e da construcao teórica em avaliacao educacional. In M. T. Esteban, & A. Afonso (Eds.), Olhares e interfaces: Reflexoes críticas sobre a avaliacao (Vol. 1, 173 p.). Cortez.
[9]
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81-112. https://doi.org/10.3102/003465430298487
[10]
Hoffmann, J. (1991). Avaliacao mito & desafio: Uma perspectiva construtivista. Mediacao.
[11]
Hoffmann, J. (2001). Avaliar para Promover: As setas do caminho. Mediacao.
[12]
Lagarto, J. (2009). Avaliacao em e-learning. Educacao, Formacao & Tecnologias, 2, 19-29.
[13]
Luckesi, C. (2002). Avaliacao da aprendizagem escolar (14th ed.). Cortez.
[14]
Martins, F., & Müller-Palomar, T. (2018). Pedagogia de projetos: Uma estratégia metodológica no processo de ensino aprendizagem. Web Journal FACP, 7, 26-44.
http://facp.com.br/revista/index.php/reFACP/article/viewFile/60/pdf
[15]
National Council of Teachers of Mathematics (NCTM) (1995). Assessment Standards for School Mathematics. NCTM.
[16]
Neri, M., & Osório, M. (2020). Tempo para Escola na Pandemia (Sumário Executivo). FGV Social. http://www.fgv.br/cps/TempoParaEscola
[17]
Nogueira, N. Pedagogia de Projetos (2008). Etapas, papéis e atores (4th ed.). érica.
[18]
Perrenoud, P. (1993). Nao mexam na minha avaliacao! Para uma aprendizagem sistêmica da mudanca pedagógica (p. 173). Avaliacoes em educacao: Novas perspectivas.
[19]
Perrenoud, P. (1999). Avaliacao: Da excelência à regulacao das aprendizagens—entre duas lógicas. Artes Médicas Sul.
[20]
Rosado, A., & Silva, C. (2014). Conceitos básicos sobre avaliacao das aprendizagens.
http://api.adm.br/evalforum/wp-content/uploads/2010/07/200_-rosado-e-silva-conceitos-basicos-sobre-avaliacao-das-aprendizagens.pdf
[21]
World Health Organization (2020). Novel Coronavirus (2019-nCoV): Situation Report, 19. World Health Organization. https://apps.who.int/iris/handle/10665/330988
