Avaliação formativa : o mapa conceitual na autorregulação da aprendizagem
AUTOR(ES)
Ronise Ribeiro Corrêa
DATA DE PUBLICAÇÃO
2009
RESUMO
In the school context, the evaluation process is one of the challenges faced by teachers and students. The reasons are diverse, but generally are linked to the exercise in perspective qualifying at the expense of training, which subsidizes and directs timely and appropriate interventions in learning disabilities. However, to promote an assessment can involve teachers in the optimization of education and, especially, students in overcoming their own learning disability? Would the concept maps of the possibilities? Concept maps used as an evaluative tool to foster self-regulation? As the students avail themselves of the maps to locate difficulties and reconstruct the learning process? Responding to questions directed at the proposition of the overall goal: to understand how the concept map is configured, in fact, a tool for the realization of a formative assessment by encouraging self-regulation of learning by students. A significant learning and concept maps were scrutinized under the aegis of cognitive, while the formative evaluation was analyzed and understood in the French perspective - which stresses the regulation at the expense of remediation. The research promoted a qualitative approach to reality, taking advantage of the strategy of case study education. Participants were 32 students in a grade 7 Middle School, a state school in northern Paraná. Data collection took place from document analysis, observation of reality and structured interviews. The data were submitted to classical content analysis, favoring the emergence of the analysis. The study revealed that the conceptual map encouraged the students to self-policing their learning, as provided them realize the difficulties and created a "scene" that led to the development of strategies to overcome them. Thus, the use of concept maps as an evaluative tool conditions led to the gradual creation of diverse learning strategies: seeking support from colleagues, seeking support from the teacher, get information on different carriers, promote and notes to revise, organize environment, self-monitoring the success of the strategies undertaken by changing them when necessary.
ASSUNTO(S)
educação - avaliação formativa educação - avaliação da aprendizagem mapa conceitual (educação) formative evaluation education learning
