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Advisor(s)
Abstract(s)
Sendo a avaliação parte integrante do processo de ensino-aprendizagem,
pretendo, com este trabalho fundamentar a importância da utilização de
instrumentos de avaliação, no ensino das artes, que promovam a
autoavaliação como um processo de caráter pedagógico, capaz de contribuir
para o sucesso dos alunos.
Considerando o aluno como sujeito ativo na sua aprendizagem, é
fundamental promover práticas que estimulem a reflexão e que permitam
uma melhor perceção do seu desempenho, da sua evolução, do
entendimento e da superação dos seus erros, e que ao mesmo tempo
forneçam ao professor dados que possibilitem intervir de forma atempada no
aperfeiçoamento da prática educativa.
Tendo em conta que a autoavaliação regulada promove a autonomia do
aluno e estimula a participação na sua própria formação, é essencial para a
sua eficácia que o professor assuma um papel de orientador, dando espaço ao
aluno para “aprender a aprender”, traçando estratégias pedagógico-didáticas
que o torne responsável do seu processo de construção de conhecimentos. É
para isso, fundamental, que sejam ajustados os instrumentos e as estratégias
autoavaliativas de acordo com a natureza das aprendizagens e do contexto
em que as mesmas ocorram, e que os alunos sejam esclarecidos tornando-se
necessário discutir e definir critérios claros e objetivos.
Permitir ao aluno intervir no processo de avaliação, dando-lhe a
possibilidade de compreender o sentido e o percurso da própria
aprendizagem, pode ser uma ajuda determinante para melhorar a eficácia da sua ação e da sua motivação, tornando assim as aprendizagens certamente
mais significativas.
As the evaluation is a Key part of the teaching and learning process, this work intents to support the importance of evaluation instruments in education of Arts, in a way to promote self-evaluation as a pedagogical process, as capable to enhance the students’ success. Considering the student active role in his learning process, it is essential to promote practices that encourage reflection upon his actions and to allow for a better perception of his performance, his development, the understanding and overcoming of his faults, and simultaneously provide the teacher with data that enables an appropriate steering towards the improvement of educational practices. Given that regulated self-evaluation promotes the student autonomy and encourages an active participation in his training, to assure the effectiveness, it is essential that the teacher assumes a mentoring role, giving room for the student to "learn how to learn", outlining pedagogical and didactic strategies that make him responsible for his own knowledge buildup process. It is thus essential that the instruments and strategies are adjusted for self-evaluation according to the nature of the learning subjects and the context they take part, and thus, it is necessary to discuss and define clear criteria and objectives in order to give students clear bearings. By allowing the student to be an active part of the evaluation process, giving him the capability to understand the goals and the path of his learning course, an important assistance is provided to improve the effectiveness of his practice and motivation, thus making the learning outcomes certainly more consolidated.
As the evaluation is a Key part of the teaching and learning process, this work intents to support the importance of evaluation instruments in education of Arts, in a way to promote self-evaluation as a pedagogical process, as capable to enhance the students’ success. Considering the student active role in his learning process, it is essential to promote practices that encourage reflection upon his actions and to allow for a better perception of his performance, his development, the understanding and overcoming of his faults, and simultaneously provide the teacher with data that enables an appropriate steering towards the improvement of educational practices. Given that regulated self-evaluation promotes the student autonomy and encourages an active participation in his training, to assure the effectiveness, it is essential that the teacher assumes a mentoring role, giving room for the student to "learn how to learn", outlining pedagogical and didactic strategies that make him responsible for his own knowledge buildup process. It is thus essential that the instruments and strategies are adjusted for self-evaluation according to the nature of the learning subjects and the context they take part, and thus, it is necessary to discuss and define clear criteria and objectives in order to give students clear bearings. By allowing the student to be an active part of the evaluation process, giving him the capability to understand the goals and the path of his learning course, an important assistance is provided to improve the effectiveness of his practice and motivation, thus making the learning outcomes certainly more consolidated.
Description
Keywords
Avaliação formativa Instrumentos de avaliação Autoavaliação Portfólio Formative evaluation Evaluation instruments Self-evaluation Portfolio
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação