Formative assessment and teaching practice: an experience report

Authors

DOI:

https://doi.org/10.17058/rea.v32i3.19824

Keywords:

Formative assessment, Children, Teachers, Experience report

Abstract

This article aims to reflect on formative assessment practices, proposing possibilities which value the development and autonomy of students. As a theoretical framework, we welcome the studies of Freire (1992; 2011), Perrenoud (1999) and Saul (2008), among others which led our reflections. We present as a methodological path the experience report Fortunato (2018) and Marcelino (2022), that made it possible to articulate theory and practice in the processes of formative assessment in the school context. We intend to reflect on the situation of evaluation in the context of evaluation practices, considering formative evaluation and metacognitive and self-regulation movements, indicating clues for evaluation paths with the potential to develop the autonomous and protagonist capacity of students since the beginning of their school journey, as in the case of the early years of Elementary School. From the experience report of a teacher-researcher, observing and analyzing her scenario of action, and the experiences developed as a teacher involved in the research process, taking this context as an object of investigation, it was possible to to reflect on the evaluation practice. Therefore, we situate the contributions of the teacher, by resizing his practice and acting by proposing evaluative movements with the potential to develop the autonomous and protagonist participation of students, provided by formative evaluation.

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Author Biographies

  • Aline Kerber Bruniczak, UCS

    Doutoranda em Educação pelo PPGEdu - UCS; Mestrado em Letras pelo PPGL - UNISC; Graduação em Pedagogia pela UNINTER (2017) e Graduação em Educação Física pela Universidade Luterana do Brasil (2007), ambas licenciaturas e obtendo Conceito máximo no Trabalho de Conclusão de Curso; Pós-graduação lattu sensu em: especialização em Gestão do Trabalho Pedagógico - Supervisão Escolar e Orientação Educacional (UNINTER); especialização em Educação Infantil (UNICID); especialização em Alfabetização (BARÃO DE MAUÁ); especialização em Ensino a Distância - Gestão e Tutoria (UNIASSELVI); especialização em Psicopedagogia Clínica e Institucional (UCAM); e, Neuropsicopedagogia (UNINTER); Participação como aluna especial (PEC) em Seminários Avançados no PPGEDU - UFRGS (2017-2018).Experiência como Supervisora Escolar em Escola de Ensino Fundamental e Médio (Regular e EJA) da rede Estadual; Experiência como gestora de escolas de Ensino Fundamental e Educação Infantil como Diretora e como Vice-diretora, respectivamente. Funcionária pública nomeada pela Prefeitura Municipal de Capela de Santana (Professora) e pela Prefeitura Municipal de Montenegro (Professora); Apresentadora do TEDx Ciências no programa Educação Científica em Foco (Bahia). Autora dos livros "Estudos Multifocais sobre Educação" e "Ler Literatura na EI - experiências como professora-leitora-mediadora", dentro outras publicações em capítulos de diversas obras.

  • Andréia Morés, UCS - Universidade de Caxias do Sul

    He has a degree in Pedagogy from the Federal University of Santa Maria (UFSM); Master's in Education (UFSM), in the Teacher Training line; PhD in Education from the Federal University of Rio Grande do Sul (UFRGS), in the line University: Theory and Practice. She worked as a substitute teacher in the Pedagogy Course at the UFSM Education Center. She is currently a professor in the Humanities Knowledge Area at the University of Caxias do Sul (UCS), Coordinator of the Postgraduate Program in Education (Masters and Doctorate), Professor and member of the PPGEdu Board and the UCS Degree in Pedagogy Course. She served as coordinator of the Degree Courses in Pedagogy, face-to-face and EaD/UCS and the Pedagogical Training Program (UCS). He is deputy leader of the UCS Education Observatory; participates in the Center for Studies in Education in Digital Culture (UFRGS); is part of the Quality Indicators for Brazilian Higher Education Project n. 001/2006/INEP/CAPES, linked to the PUCRS Education Observatory; was part of the Innovation and Evaluation Studies and Research Group (InovAval/UFRGS). Evaluator of articles in qualified magazines; She served as a guiding teacher for the Pedagogical Residency Program (UCS); Scientific Initiation Advisor (PIBIC/CNPq; BIC/UCS); Master's and doctorate advisor (PPGEdu/UCS); Member of the National Association of Postgraduate Studies and Research in Education (ANPED). Member of the Brazilian Society for the Progress of Science (SBPC). He has experience in the area of ​​Education, with an emphasis on University Pedagogy and Teacher Training, working mainly on the following topics: Pedagogical, Scientific and Technological Innovation; Teaching; Didactics; Assessment and Distance Education (EaD). Author of the Book: Teaching and Learning at University: pedagogical, scientific and technological innovations. 1st ed. Caxias do Sul: EDUCS, 2023.

  • Eliana Sacramento, UCS - Universidade de Caxias do Sul

    Bachelor, Degree and Master in Mathematics from the State University of Campinas and PhD in Higher Education Methodology from the Federal University of São Carlos. Researcher and professor in the Exact Sciences and Engineering area of ​​knowledge at the University of Caxias do Sul, RS. Member of the permanent body of the Postgraduate, Master's and Doctorate Program in Education, at this University, working in the research line Educational Processes, Language, Technology and Inclusion. Leader of the research group registered with CNPq Lavia - Laboratory of virtual learning environments. Member of the Observatory of Studies and Practices for Cultures of Peace, working in the line of research on education and culture of peace, at the University of Caxias do Sul. Ad hoc reviewer for several journals in the area of ​​Education and member of committees evaluating events in the area of Education and Technology. Organizer of books and author of articles on the subject of Education and digital technologies, Teacher training in the context of digital culture, Education and culture of peace. Participates in research projects, as coordinator and collaborator, on topics related to: teacher training in the context of contemporary digital and hybrid culture; technology and cognition; digital technology and educational processes; education, culture of peace and spirituality.

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Published

2024-12-16

Issue

Vol. 32 No. 3 (2024)

Section

Artigos do Fluxo

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How to Cite

Formative assessment and teaching practice: an experience report . (2024). Reflexão E Ação, 32(3), 255-269. https://doi.org/10.17058/rea.v32i3.19824