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A Avaliação formativa e o seu impacto na melhoria da aprendizagem.

Araújo, Filomena Margarida Rodrigues de
Fonte: Universidade Técnica de Lisboa Publicador: Universidade Técnica de Lisboa
Tipo: Tese de Doutorado
Publicado em //2015 POR
Relevância na Pesquisa
46.64%
Doutoramento em Ciências da Educação na especialidade de Teoria Curricular e Avaliação; O propósito deste estudo era investigar as intenções e práticas de avaliação formativa e os seus efeitos na melhoria da aprendizagem, observados por via da capacidade dos alunos se autoavaliarem, percecionarem as suas aprendizagens e os ‘novos passos na aprendizagem’. O estudo foi orientado pelas seguintes questões de investigação: - Como se caracterizam e relacionam as conceções e as práticas de avaliação formativa dos professores de EF? - Quais os efeitos dessas práticas, nomeadamente do feedback, na melhoria da aprendizagem? - Como se caracterizam as perceções dos alunos sobre a sua aprendizagem e como a relacionam com a intervenção do seu professor? - Como se relacionam as práticas de avaliação formativa com a capacidade dos alunos para se autoavaliarem, percecionarem e autorregularem as suas aprendizagens? Foram realizadas entrevistas a 32 professores, foram observadas 36 aulas e foram entrevistados 134 alunos, do 2º e do 3º ciclo do ensino básico. Do estudo, emergiram várias conclusões das quais se destacam as seguintes: - As formas como os alunos se autoavaliam, percecionam o feedback e a sua aprendizagem e referenciam os seus progressos não são independentes das práticas de avaliação formativa dos seus professores; - Existe uma diferença de género na perceção dos alunos do feedback...

The effect of formative assessment in Brazilian university physics courses

Cruz,Émerson; Dias,Hélio; Kortemeyer,Gerd
Fonte: Sociedade Brasileira de Física Publicador: Sociedade Brasileira de Física
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2011 EN
Relevância na Pesquisa
66.41%
Most postsecondary physics courses in Brazil offer no meaningful formative assessment opportunities. We implemented online homework with immediate feedback in two courses, one with traditional learners at a public university, and one with non-traditional learners at a private university. In addition, at the public university, clickers were used in lecture. While surveys showed broad acceptance of these techniques by the students and the belief that they helped in learning, grades did not significantly improve - instead, we observed a narrowing of the grade distribution toward mid-range grades at the public university, and no difference at the private university. Our study also identifies a number of logistical and organizational hurdles that need to be overcome before a hopefully more successful implementation of these techniques should be attempted.

A Faculty Toolkit for Formative Assessment in Pharmacy Education

DiVall, Margarita V.; Alston, Greg L.; Bird, Eleanora; Buring, Shauna M.; Kelley, Katherine A.; Murphy, Nanci L.; Schlesselman, Lauren S.; Stowe, Cindy D.; Szilagyi, Julianna E.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/11/2014 EN
Relevância na Pesquisa
46.68%
This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator.

Medical student web-based formative assessment tool for renal pathology

Bijol, Vanesa; Byrne-Dugan, Cathryn J.; Hoenig, Melanie P.
Fonte: Co-Action Publishing Publicador: Co-Action Publishing
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
66.52%
Background: Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives: To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods: Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used (‘quizzers’) and did not use the tool (‘non-quizzers’) was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results: In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for ‘quizzers’ and ‘non-quizzers’, but ‘quizzers’ performed statistically better than ‘non-quizzers’ on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions: Our new computer-assisted learning tool is popular...

A Teacher’s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Université de Montréal

Lira Gonzales, Maria Lourdes
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
66.75%
Au cours des dernières années, les pratiques de l’évaluation comme aide à l’apprentissage (c’est-à-dire l’auto-évaluation, l’évaluation par les pairs, la rétroaction) dans la salle de classe ont été de plus en plus considérées comme des éléments essentiels (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). Cependant, dans le domaine de l’apprentissage d’une langue seconde la recherche sur ce sujet est plutôt limitée. En nous fondant sur les études de Colby-Kelly et Turner (2007) et de Lyster et Ranta (1997), nous avons mené une recherche exploratoire visant à combler ce besoin. L’objectif général était de comprendre comment l’évaluation formative se réalise dans deux cours d’anglais intermédiaire à l’Université de Montréal, et de comparer comment ces pratiques sont perçues et vécues par la professeure et ses étudiants. Trois questions de recherche étaient posées: 1. Quelle est la nature de l’évaluation formative dans une salle de classe d’anglais langue seconde? 2. Est-ce que les pratiques de la professeure reflètent ce qu’elle pense de l’évaluation formative? 3. Quels sont les correspondances et différences entre les croyances de la professeure et les perceptions de ses étudiants quant aux bénéfices de l’évaluation formative pour l’apprentissage de l’anglais langue seconde? La collecte de données comprend des observations en classe...

Façons de faire l’évaluation formative d’enseignants de français sénégalais : une analyse de leurs savoirs pratiques en contexte d’effectifs pléthoriques au Lycée.

Diedhiou, Serigne Ben Moustapha (S.B.M.)
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
56.71%
Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville...

The librarian is in: a consultation model for information literacy formative assessment

Durando, Paola; Halliday, Sandra; Maranda, Suzanne; McKeown, Sandra; Ross-White, Amanda; Scott, Laurie; Smithers, Anne; Thomas, Matthew; Wickett, Sarah
Fonte: Quens University Publicador: Quens University
Tipo: Imagem Formato: 733542 bytes; application/pdf
EN
Relevância na Pesquisa
56.43%
Formative assessment was introduced in Rehabilitation Therapy students’ information literacy programs in Fall Term 2006 in the course OT/PT 892: Evidence-Based Practice. It was subsequently employed in the Winter Term 2008 and again in the Spring Term 2008. Formative assessment during student/librarian face-to-face consultations was one of a variety of teaching techniques used in the program. Other techniques included: a required reading; an interactive hands-on searching session; and a summative assessment of the final revised search strategy assignment (these techniques varied somewhat over the 3 classes). With the 2008 entrance class, this course content moved to OT/PT 898: Critical Enquiry, largely in Module 3: Reviewing the Literature. One of the Critical Enquiry’s learning objectives is: “recognize and reflect on the complexity of gathering evidence to inform decision-making.”

Use of rubrics in online assessment

Baron, J.; Keller, M.
Fonte: The University of South Australia Publicador: The University of South Australia
Tipo: Conference paper
Publicado em //2003 EN
Relevância na Pesquisa
56.48%
Asynchronous online discussion board are an effective alternative form of assessment in higher education. Properly planned and constructed they can assist in the promotion of learning (including generic and discipline specific knowledge and skills) and are considered a useful formative assessment tool. However recent research indicates that this form of assessment is still rarely used in higher education, whether in fully online courses or in blended learning models. With increasingly large class sizes, lecturers are constantly being challenged to provide effective formative assessments which allow for feedback to students to assist them in acquiring the necessary knowledge and skills in a meaningful context. Often cited is the lack of time to both plan and mark assessments and this is considered a major reason that lecturers shy away from online discussion boards which require regular monitoring. A further concern is how to grade online discussions. This paper advocates the use of several strategies to address the above issues, as well as plagiarism, including the use of rubrics, exemplars, self and peer assessment and the involvement of students in the design of assessment criteria. The paper also illustrates how online discussion boards allow lecturers and tutors to monitor the quality of group discussions which may be harder to achieve in a traditional face to face group setting. The University of Adelaide is promoting the use of rubrics with online group discussion boards and the paper will provide examples utilised in a third year Agricultural course...

Limitations of student-driven formative assessment in a clinical clerkship. A randomised controlled trial

Palmer, E.; Devitt, P.
Fonte: BioMed Central Ltd. Publicador: BioMed Central Ltd.
Tipo: Artigo de Revista Científica
Publicado em //2008 EN
Relevância na Pesquisa
46.62%
Background Teachers strive to motivate their students to be self-directed learners. One of the methods used is to provide online formative assessment material. The concept of formative assessment and use of these processes is heavily promoted, despite limited evidence as to their efficacy.Methods Fourth year medical students, in their first year of clinical work were divided into four groups. In addition to the usual clinical material, three of the groups were provided with some form of supplementary learning material. For two groups, this was provided as online formative assessment. The amount of time students spent on the supplementary material was measured, their opinion on learning methods was surveyed, and their performance in summative exams at the end of their surgical attachments was measured.Results The performance of students was independent of any educational intervention imposed by this study. Despite its ready availability and promotion, student use of the online formative tools was poor.Conclusion Formative learning is an ideal not necessarily embraced by students. If formative assessment is to work students need to be encouraged to participate, probably by implementing some form of summative assessment.; Edward J Palmer and Peter G Devitt; Copyright © 2008 Palmer and Devitt; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0)...

The design, development and evaluation of an online, interactive, formative assessment tool for medical education.

Palmer, Edward
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2011
Relevância na Pesquisa
66.58%
Rapid changes in medical practices used across the world over the last twenty years have lead to significant issues in allowing medical students’ access to patients with commonly occurring conditions. Equally significant changes in medical education systems have stressed the need for more authentic, problem solving curricula. One of the methods that can be used to address this apparent disconcordance between education and clinical practice is the use of technology to give students access to pedagogically sound learning activities. Online formative assessment using case-based scenarios provides students with the ability to assess their own progress in their studies in their own time and at their own pace. Supplemented by sufficient relevant images and video, students can experience an authentic means of assessment that can be used to complement their ward-based education. This thesis discusses the need for such online formative assessment systems and details the design, development and evaluation of such a system. The conclusion from this research is that with appropriate assessment strategies, students can be motivated to use online formative assessment for learning activities. It will be shown that there is sufficient evidence to suggest that such systems can be used to improve student outcomes in their field of interest...

La evaluación formativa : ¿la utopía de la Educación superior?; Formative assessment : utopia of Higher education?

Canabal García, Cristina; Castro Martín, Benjamín
Fonte: Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros Publicador: Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
56.36%
La presente reflexión surge como conclusión de un proceso de investigación relativo a la evaluación de los aprendizajes iniciado hace algunos años, y que se ha mantenido hasta la actualidad por el interés que genera la evaluación de los aprendizajes en nuestro grupo de investigación, integrado por profesorado de la Universidad de Alcalá y de la Escuela Universitaria Cardenal Cisneros así como por alumnas egresadas de la UAH. En su origen se encontraba la intención de profundizar en las concepciones que subyacen en las prácticas de evaluación que el profesorado pone en marcha de cara a lograr propuestas formativas apoyadas en el marco del Espacio Europeo de la Educación Superior (EEES). En dicho contexto nos planteamos interrogantes que dieran respuesta a los dilemas a los que los/as docentes nos enfrentamos en el día a día de nuestras aulas, y dificultan el desarrollo de propuestas de evaluación formativa: la evaluación supone «el corazón» de los procesos de enseñanza y aprendizaje y por ello es importante que cambiemos nuestras concepciones y usos respecto a ella logrando superar la evaluación entendida como control para llegar a propuestas de la evaluación concebidas como parte de los procesos de aprendizaje tanto de los/as estudiantes como de los/as docentes.; The following reflection has arisen as a result of the research into learning assessment initiated some years ago by our research group within the teaching staff at Alcala University and Cardenal Cisneros College...

Catch-22: Assessing Ontario's Proposed Formative Assessment Policy Within Ontario's Student Achievement Framework

Foley, Mike
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 368395 bytes; application/pdf
EN
Relevância na Pesquisa
66.71%
This paper examines the efficacy of Ontario’s proposed formative assessment policy in the context of Ontario’s student achievement framework which is founded upon large scale assessments for accountability. This paper comprises an extensive review of the literature on formative assessment policy, drawing heavily on the British experience, as well as an examination of the empirical evidence conducted on formative assessment in the ‘real’ classroom. This paper argues that the evidence clearly indicates that policies which are focused on measuring student achievement through large scale testing for accountability inhibit the practice of formative assessment in the classroom. It is also suggested that policies focused on increasing student scores on large scale assessments have not been as successful as anticipated thereby increasing the visibility and promotion of formative assessment in recent policy texts. Highlighting the similarities between student achievement frameworks found in Britain and that of Ontario this paper suggests that Ontario’s student achievement framework does not fully address the complexity of formative assessment thereby preventing discussion on current education policies that may inhibit the successful implementation of the proposed formative assessment policy. Formative assessment and accountability is addressed throughout the paper.

A Qualitative Study Of Formative Assessment Practices In An Internal Medicine Clerkship Course

Gibson, Michelle
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
66.73%
Accrediting bodies for medical schools require that medical students be provided with formative assessment in all clerkship courses. The literature describes many strategies for formative assessment in clerkship settings, but qualitative studies of clerk and supervisor experiences with formative assessment are lacking. In this thesis, I describe a study that explores clerk and supervisor experiences with formative assessment in one internal medicine clerkship course. First, the literature was reviewed to determine current conceptions of formative assessment and learning in medical education. Then, novice and experienced clerks were recruited to participate. Prior to starting their Core Internal Medicine course, each clerk participated in an interview to understand his or her concepts of learning and assessment. During the six-week course, they replied to an electronic weekly questionnaire to describe and reflect on learning experiences. Finally, they participated in a focus group at the end of the course, to explore their experiences with formative assessment. Supervisors, (residents and attending physicians), who supervised clerks were recruited to participate in one interview to explore their approach to supervision and assessment of clerks...

Diário reflexivo e avaliação formativa nas aulas de língua inglesa da educação básica: um estudo de caso

Silva, Márcia Aparecida
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
POR
Relevância na Pesquisa
46.61%
Esta dissertação tem por objetivo investigar de que maneira a escrita de diários reflexivos podem se configurar como uma ferramenta de avaliação formativa em salas de aula. Os diários foram escritos, em uma média de quatro por aluno, por duas turmas do nono ano de uma escola da rede estadual pública de Uberlândia-MG, na disciplina de língua inglesa, no ano de 2012. Para nortear a investigação, propus como perguntas de pesquisa: 1. Como o diário reflexivo, escrito pelos alunos, pode funcionar como uma ferramenta de avaliação formativa nas aulas de língua inglesa? 2. Como escrever o diário pode colaborar com a reflexão que o professor constrói sobre sua prática? Para discutir teoricamente sobre diários baseeie-me em Galhardo (2009), Liberali, (1999), Soares (2006), dentre outros. Como tive interesse na questão da reflexão em ambiente escolar, discuti a temática com base em Liberali (1999) e Zabalza (2004). Sobre a discussão acerca da temática da avaliação formativa, mobilizei autores como Felice (2005), Fidalgo (2002), dentre outros pesquisadores. Este trabalho se inscreveu em um quadro metodológico de Pesquisa Qualitativa, com cunho interpretativista. Dentro deste quadro, esta dissertação se inseriu na modalidade Estudo de Caso...

Modelo de suporte a avaliação formativa baseado em Sistemas Multiagentes para Ambientes de EaD; Multi-agent model to formative assessment support at learning

Joice Lee Otsuka
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 25/08/2006 PT
Relevância na Pesquisa
56.72%
A Comunicação Mediada por Computador (CMC) introduziu novas possibilidades à Educação a Distância (EaD), favorecendo a adoção de abordagens inovadoras de ensino-aprendizagem, mais centradas no aluno, na interação, na colaboração, na reflexão e na construção do conhecimento. Novas possibilidades foram introduzidas também à avaliação a distância, sendo possível a passagem de uma abordagem de avaliação tradicional baseada em testes cumulativos para uma avaliação mais formativa e alinhada com essas novas abordagens pedagógicas. As avaliações formativas a distância podem ser realizadas por meio do acompanhamento e orientação contínuos das participações dos aprendizes ao longo de desenvolvimento de atividades de aprendizagem nos ambientes de EaD, tendo como objetivo apoiar os processos de aprendizagem em andamento e a abordagem pedagógica adotada. Experiências práticas com avaliação formativa em cursos a distância baseados em atividades de aprendizagem colaborativas e construcionistas têm revelado uma especial importância por favorecer a percepção do comportamento dos aprendizes e a identificação de problemas mesmo a distância, possibilitando uma orientação mais efetiva das aprendizagens em andamento...

A avaliação formativa como instrumento de aprendizagem: perspetivas dos professores de Informática do concelho de Aveiro; Formative assessment as a learning tool: the perspective of the IT teachers from the municipality of Aveiro

Oliveira, Raquel Adriana Matos
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2014 POR
Relevância na Pesquisa
66.56%
Relatório de estágio de mestrado em Ensino de Informática; O presente estudo aborda a temática da avaliação formativa como instrumento de aprendizagem, com ele pretendemos conhecer as perspetivas e as práticas dos professores de Informática do concelho de Aveiro sobre a mesma. O estudo foi realizado no ano letivo 2013/2014 e a abordagem metodológica utilizada para o estudo de caso foi qualitativa, complementada com tratamento quantitativo proporcionando uma melhor compreensão do estudo em análise. A técnica de investigação utilizada foi o inquérito por questionário. Com base nos resultados obtidos, concluímos que os professores de Informática conhecem a importância da avaliação formativa no processo de ensino-aprendizagem e que a utilizam como instrumento de aprendizagem nas suas salas de aula. Contudo, é necessário continuar a reforçar a importância da avaliação formativa e a incentivar que todos os professores a utilizem de forma a que todos os alunos consigam alcançar o sucesso em todas as disciplinas.; This study focuses on the topic of formative assessment as a learning tool, and by carrying it out we intended to understand the perspective and practice of the IT teachers from the municipality of Aveiro concerning this subject. The study was made during the 2013/2014 school year and the methodological approach used in the case study was qualitative...

A BEME (Best Evidence in Medical Education) systematic review of the use of workplace-based assessment in identifying and remediating poor performance among postgraduate medical trainees

Barrett, Aileen; Galvin, Rose; Steinert, Yvonne; Scherpbier, Albert; O'Shaughnessy, Ann; Horgan, Mary; Horsley, Tanya
Fonte: BioMed Central Publicador: BioMed Central
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/bachelorThesis; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
56.47%
peer-reviewed; Background: Workplace-based assessments were designed to facilitate observation and structure feedback on the performance of trainees in real-time clinical settings and scenarios. Research in workplace-based assessments has primarily centred on understanding psychometric qualities and performance improvement impacts of trainees generally. An area that is far less understood is the use of workplace-based assessments for trainees who may not be performing at expected or desired standards, referred to within the literature as trainees ‘in difficulty’ or ‘underperforming’. In healthcare systems that increasingly depend on service provided by junior doctors, early detection (and remediation) of poor performance is essential. However, barriers to successful implementation of workplace-based assessments (WBAs) in this context include a misunderstanding of the use and purpose of these formative assessment tools. This review aims to explore the impact - or effectiveness - of workplace-based assessment on the identification of poor performance and to determine those conditions that support and enable detection, i.e. whether by routine or targeted use where poor performance is suspected. The review also aims to explore what effect (if any) the use of WBA may have on remediation or on changing clinical practice. The personal impact of the detection of poor performance on trainees and/or trainers may also be explored. Methods/design: Using BEME (Best Evidence in Medical Education) Collaboration review guidelines...

Avaliação formativa e feedback como ferramenta de aprendizado na formação de profissionais da saúde; Formative assessment and feedback as learning tools in health professions education

Borges, Marcos C.; Miranda, Carlos H.; Santana, Rodrigo C.; Bollela, Valdes R.
Fonte: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Medicina de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 03/11/2014 POR
Relevância na Pesquisa
66.52%
As diferentes formas de avaliação são elementos centrais do processo de ensino-aprendizagem de qualquer programa educacional, e devem ser bem planejadas e implementadas em todas as propostas curriculares, especialmente na formação de profissionais na área da saúde. Uma avaliação do estudante adequada e de qualidade guarda estreita relação com a competência e capacitação do profissional que será entregue à sociedade. Neste contexto, a avaliação formativa e a capacitação dos professores para prover feedback efetivo, frequente, e de qualidade são fundamentais na formação dos futuros profissionais da saúde. Este artigo faz uma revisão sobre avaliação formativa, feedback e debriefing.; The different assessment forms are major elements of any teaching and learning process in educational programs, and should be considered as a core component to be planned and implemented in all curriculums, especially in the health professions education. A regular and qualified students’ assessment is closely related to competence and skills of the professionals that will be delivered to society. In this context, formative assessment and well-trained staff to provide effective and regular feedback are essentials in the formation of the future generation of health professionals. This article focuses primarily on formative assessment...

The assessment of a structured online formative assessment program: a randomised controlled trial

Palmer, E.; Devitt, P.
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Publicado em //2014 EN
Relevância na Pesquisa
46.72%
BACKGROUND: Online formative assessment continues to be an important area of research and methods which actively engage the learner and provide useful learning outcomes are of particular interest. This study reports on the outcomes of a two year study of medical students using formative assessment tools. METHOD: The study was conducted over two consecutive years using two different strategies for engaging students. The Year 1 strategy involved voluntary use of the formative assessment tool by 129 students. In Year 2, a second cohort of 130 students was encouraged to complete the formative assessment by incorporating summative assessment elements into it. Outcomes from pre and post testing students around the formative assessment intervention were used as measures of learning. To compare improvement scores between the two years a two-way Analysis of Variance (ANOVA) model was fitted to the data. RESULTS: The ANOVA model showed that there was a significant difference in improvement scores between students in the two years (mean improvement percentage 19% vs. 38.5%, p < 0.0001). Students were more likely to complete formative assessment items if they had a summative component. In Year 2, the time spent using the formative assessment tool had no impact on student improvement...

Assessment literacy of foundation phase teachers: An exploratory study

Kanjee,Anil; Mthembu,Jane
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
Relevância na Pesquisa
56.51%
This study explores foundation phase teachers' assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional development programmes to focus on enhancing teachers' assessment literacy. It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers' use of assessment to address the learning needs of all learners across schools in the different quintile categories.