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Wright, Claire Louisa. "Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9831.
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Arts organisations in receipt of public funding should seek to understand the impact of their work, for a variety of reasons. Contemporary outcome-based arts evaluation practice dichotomises impact as intrinsic or instrumental with the latter perspective defining what counts. However, a widely held belief in the transformative power of the arts is apparent in both arts policy and practice. It therefore follows that if evaluation is fundamentally about discerning value then arts evaluation should recognise transformation as core. I contend that visually-based research methods offer alternative ways of seeing and knowing from the methods that dominate arts evaluation practice. As a result, I consider how these methods might help to identify what is transformative within the context of a community arts project. To explore how evaluation can better reflect the transformative power of the arts, I ask three research questions. Firstly, can participants’ experience be theorised and understood as transformative arts-based learning? Secondly, to what extent can participants’ experience of a community arts project be understood through visually-based research methods? Thirdly, what are the implications for existing practices of arts evaluation? I explore these questions in relation to a single participatory arts project. The Happy Lands, funded (primarily) by Creative Scotland, brought together communities across Fife with a professional film crew to create a feature length film based on local stories of mining culture. Employing visual ethnography my research methods included image-elicited interviews with 19 participants over a 20 month period, participant observation during the making of the film, and documentary research. The theoretical contribution I make extends Morgan’s (2010) conception of the transformative potential of travel to the transformative power of the arts, which I define in terms of inspiration, interconnection and insight. I propose a conceptual framework that views the experience of ‘sameness’ (interconnection) and ‘Otherness’ (inspiration) as conducive to the possibility of voice (insight). The interaction of self, other and artwork in the context of the participatory (community) arts project leads to the creation of shared identity (identities) and a sense of belonging manifest in the symbolic status of objects and behaviour (‘spirit of place’) associated with the arts project. Visual research methods, combining subjective meaning-making and objective (representational) qualities, offer opportunities to understand and (re)present participants’ experience. I advance a methodological contribution that suggests image elicitation offers an epistemologically appropriate approach to understanding participant experiences of an inherently visual project. The identification of sense of place and spirit of place can be viewed as indicative of a transformative environment. I contend that the creation of an outcome acknowledging the transformative environment of the arts project would respond to the needs of government but also the beliefs of arts educators effectively redressing the balance of instrumental versus intrinsic worth. Moreover, the subjective and objective possibilities afforded by visually-based research methods would enable the latter to speak creatively, in language(s) reflecting their values. As a result my findings are offered as one possible version of a humanities-inspired approach to arts evaluation (Belfiore and Bennett, 2010b).
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Arndt, Angela E. "Touching Mercury in Community Media: Identifying Multiple Literacy Learning Through Digital Arts Production." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306518357.
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Wohlgamuth, Taylor Lynn. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.
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Edwards, Robert Lawrence. "A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.
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Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.
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Mbeshu, Nonceba Cynthia. "An evaluation into the implemation of the arts and culture learning area in Bizana schools of the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1189.
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“Arts in education are arts that play a radical different role in the open classroom than traditional school. Arts are the real business of reading, writing, math or science” Siberman cited in Mark, (1995:160). This view by Siberman sharply contrasts with my observations in my school. During CASS moderation sessions, teachers bring learner portfolios with no learning activities, others prefer to teach learning areas they are qualified for rather than teaching Arts and Culture because they have no background knowledge in Arts and Culture. The question I wrestled with was: what could be the challenges faced by the Arts and Culture teachers given the fact that training has been conducted since the inclusion of the learning area in the curriculum from 1999 to date? In an implementation evaluation study that I conducted among four schools in the Bizana Area of the Eastern Cape Province, I found out through participant observation, questionnaires and interviews from four sampled senior phase teachers, that some of the participants have stopped teaching Arts and Culture in their schools because ‘they do not know what to teach’. Through the use of a thematic content analysis approach, I found out that many teachers complain about their lack of background knowledge of the art forms and that there is limited time provided in the timetable to teach this learning area. Seemingly, there are still challenges in the implementation of the learning area in this district. The results indicate a serious need for formal training of the Arts and Culture teachers with proper qualifications in more than one art form.
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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.
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Cordier, Deborah. "Speech Recognition Software for Language Learning: Toward an Evaluation of Validity and Student Perceptions." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003172.
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Bengtsson, Andreas. "Input and Learning Materials : An evaluation of dialogues in textbooks for Learners of Japanese." Thesis, Stockholms universitet, Avdelningen för japanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82797.
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Justino, Ana Inez Mottim. "CONCEPÇÕES E PRÁTICAS DE AVALIAÇÃO DA APRENDIZAGEM DE PROFESSORES DE ARTES VISUAIS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/1357.
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Previous issue date: 2013-10-28<br>This study presents an analysis of learning evaluation conceptions of teachers of Arts who graduated at the Visual Arts teaching course at the Universidade Estadual de Ponta Grossa – UEPG. The objective of this research was to analyze the learning evaluation conceptions which permeate the teaching practices of Arts teachers who work with the 8th and 9th years of elementary school, in public schools in the city of Ponta Grossa-PR. Specific objectives were: a) to identify the Arts teachers’ conceptions of learning evaluation; b) to verify whether objectives, criteria and evaluation tools used by the teachers in the evaluation practices are in agreement with their evaluation conceptions. The study was carried out based on a qualitative approach, study case, and the methodological procedures employed for data collection were: questionnaire, observation and interview. Data collected through questionnaires was organized and analyzed under the light of the Discourse of the Collective Subject – DCS, developed by Lefèvre and Lefèvre (2005), and generated DCS about conceptions and evaluation practices of the teachers who took part in the study. Classroom observations and interviews with the Arts teachers were transcribed and categorized according to the concepts of the theoretical background adopted. The historical and philosophical bases of Arts and educational evaluation were approached through the following authors: Osborne (1968), Langer (1971), Aranha and Martins (2005, 2009), Dias Sobrinho (2004) and Rodrigues (1995); on the concepts of field and habitus, Bourdieu (1998, 2007) were surveyed, as well as authors who discuss education and learning evaluation such as Saviani (1991, 2002, 2008), Mizukami (1986), Luckesi (2005, 2011), Libâneo (2005), Barbosa (1998 a 2011), Fusari and Ferraz (1999, 2001) and Hernández (2000), amongst others. Results of the study indicated that: a) Visual arts teachers are aware that Arts learning evaluation which is carried out in formative way is more suitable; b) the conception of learning evaluation present in teachers’ pedagogical practices in the schools under study revealed the existence of two evaluation postures. The first one showed that the learning evaluation is understood as a control, comparison and measurement mechanism, that is, it is a traditional, rationalist conception. The Arts teacher uses the learning evaluation as a discipline and power mechanism and the focus of evaluation is on disciplining students’ behavior rather than taking notice of the knowledge built by the student. The second posture showed that the learning evaluation is based on the formative perspective and the Arts teachers use the evaluation integrated to teaching and learning activities; c) it was also seen in the observations that the objectives, tools and evaluation criteria, when defined, are in agreement with the teacher and school evaluation conceptions; and, finally, it was observed that Arts in elementary school is still considered an accessory subject in the school curriculum rather than an area of knowledge, by most people in schools.<br>Este trabalho apresenta uma análise das concepções de avaliação da aprendizagem em Arte de docentes egressos do Curso de Licenciatura em Artes Visuais da Universidade Estadual de Ponta Grossa – UEPG. O objetivo da pesquisa foi analisar as concepções de avaliação da aprendizagem que permeiam as práticas pedagógicas de professores da disciplina de Arte, atuantes no 8º e 9º ano do Ensino Fundamental, em escolas públicas do município de Ponta Grossa/PR. Os objetivos específicos foram: a) identificar as concepções de avaliação da aprendizagem dos professores de Arte; b) verificar se os objetivos, critérios e instrumentos de avaliação utilizados pelos professores nas práticas avaliativas estão em consonância com suas concepções de avaliação. A pesquisa foi realizada numa abordagem qualitativa, do tipo estudo de caso, e os procedimentos metodológicos utilizados na coleta de dados foram; o questionário, a observação e a entrevista. Os dados coletados por meio de questionários foram organizados e analisados a luz do Discurso do Sujeito Coletivo – DSC, desenvolvido por Lefèvre e Lefèvre (2005), e geraram os DSC sobre as concepções e práticas de avaliação dos professores pesquisados. As observações das aulas de Arte e as entrevistas com os professores de Arte foram transcritas e categorizadas conforme os conceitos do referencial teórico adotado. Utilizou-se como fundamentação teórica sobre os pressupostos históricos e filosóficos da arte e da avaliação educacional os autores: Osborne (1968), Langer (1971), Aranha e Martins (2005, 2009), Dias Sobrinho (2004) e Rodrigues (1995); sobre os conceitos de campo e habitus Bourdieu (1998, 2007) bem como de autores que discutem as concepções de educação e avaliação da aprendizagem como Saviani (1991, 2002, 2008), Mizukami (1986), Luckesi (2005, 2011), Libâneo (2005), Barbosa (1998 a 2011), Fusari e Ferraz (1999, 2001) e Hernández (2000), entre outros. Os resultados da pesquisa indicam que: a) os professores de Artes Visuais tem conhecimento e clareza de que a avaliação da aprendizagem na disciplina de Arte realizada numa perspectiva formativa é a mais adequada; b) a concepção de avaliação de aprendizagem presente nas práticas pedagógicas dos professores das escolas pesquisadas revelou a existência de duas posturas avaliativas. A primeira postura observada revelou que a avaliação da aprendizagem é entendida como mecanismo de controle, de comparação e referida à medida, ou seja, é uma concepção de avaliação tradicional, racionalista. O professor de Arte utiliza a avaliação de aprendizagem como mecanismo disciplinador e de poder, ou seja, o foco da avaliação não é o conhecimento construído pelo aluno, mas muito mais o disciplinamento de seu comportamento. Na segunda postura, a avaliação da aprendizagem assenta-se na perspectiva formativa e o professor de Arte a realiza considerando a avaliação, de fato, integrada às atividades de ensino e aprendizagem; c) verificou-se nas observações, que os objetivos, instrumentos e critérios avaliativos, quando definidos, estão em consonância com a concepção de avaliação do professor e da escola; e, por fim, constatou-se que a disciplina de Arte no Ensino Fundamental ainda é considerada coadjuvante no currículo escolar pela maioria dos sujeitos das escolas, e não como um campo de conhecimento.
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Pardini, Marisa Ribeiro da Silva. "O ensino de artes na educação básica em tempos de avaliação educacional: um estudo de caso em uma escola pública estadual paulista." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-12112013-162023/.
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A presença do ensino de Artes nos currículos escolares no Brasil apresenta historicamente, muitas fragilidades e vem passando por mudanças. A partir dos anos 90 as avaliações educacionais vêm ocupando lugar central nas reformas de ensino, com grande impacto na organização do trabalho pedagógico desenvolvido nas escolas brasileiras. Nesse contexto, visando identificar e compreender essas transformações foram definidos como objetivos desta pesquisa: investigar as práticas avaliativas de professores de Artes; analisar os referentes do processo de avaliação na área de Artes; conhecer e analisar as teorias implícitas que fundamentam a ação docente; investigar crenças e valores que fundamentam as práticas avaliativas; identificar as dificuldades encontradas pelos professores e como estas são enfrentadas. A metodologia adotada foi o estudo de caso etnográfico. A pesquisa foi realizada em uma escola de ensino fundamental no interior do Estado de São Paulo. Os participantes da pesquisa foram duas professoras efetivas de Artes, coordenação pedagógica, direção e funcionários. Os procedimentos de coleta de dados foram: observação participante, a análise documental e a entrevista semi-estruturada. A análise dos dados permitiu concluir que o ensino de Artes apresenta-se como uma prática hibrida, onde os professores priorizam ora a técnica, a expressão e o conhecimento. Está se descaracterizando como campo de conhecimento para subsidiar e impulsionar o desempenho em outras disciplinas mais valorizadas visando a obtenção de maior rendimento escolar nos processos de avaliação externa.<br>The presence of arts education in school curriculum in Brazil has historically many weaknesses and has changed over time. From the 90 educational evaluations have occupied central place in education reforms, with great impact on the organization of the pedagogical work developed in Brazilian schools. In this context, to identify and understand these changes were defined as goals of this research: to investigate the assessment practices of teachers of Arts; analyze regarding the evaluation process in the Arts area, know and analyze the implicit theories that underlie the teaching, research beliefs and values that underlie the assessment practices, identify the difficulties encountered by teachers and how they are addressed. The methodology used was an ethnographic case study. The survey was conducted in an elementary school within the State of São Paulo. The research participants were two teachers effective for Arts, education supervision, management and employees. The procedures for data collection were participant observation, document analysis and semi-structured interview. These analysis showed that the teaching of Art presents itself as a hybrid practice, where teachers now prioritize the technique, expression and knowledge. Is characterizing as a field of knowledge to support and boost performance in other subjects more valued in order to obtain greater academic performance in the process of external evaluation.
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Mink, Deborah V. "Evaluation of a K-5 mathematics program which integrates children's literature: classroom environment and attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13566.
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This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students. Because Project CRISS (CReating Independence through Student-owned Strategies), the foundation of SMILE, had already proven to be successful nationwide for secondary students, this study focused on elementary (K-5) school students and their teachers. My evaluation of this unique program, that integrates children's literature and mathematics, focused on student attitudes and the nature of the classroom learning environment. My research represents one of the relatively few studies that have employed learning environment dimensions with students in the elementary school mathematics classroom as criteria of effectiveness in the evaluation of educational innovations. The My Class Inventory (MCI) and an adaptation of the 1988 NAEP (National Assessment of Educational Progress) Attitude Survey were administered to a sample of 120 Grade 5 students as measures of students' perceptions of the classroom learning environment and their attitudes. Qualitative data were composed of student and teacher interviews, classroom observations and work samples. Methodologically, my study supports previous research that successfully combined qualitative and quantitative methods of data collection.<br>The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity; additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students and classes of the teachers who participated in the inservice program. In particular, students' attitudes to mathematics and reading improved, and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. Therefore, others can implement SMILE with confidence. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness.
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Pugh, Jesse Carson. "Transformative learning : an examination of the impact of short-term study abroad." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/717.
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When selecting a study abroad program, some students undertake a semester or academic-year study abroad program, while other students undertake a two-to eight-week study abroad program. Both study abroad opportunities allow students to become immersed in a culture different from their own. This research project is an exploratory study that looks at the impact of short-term study abroad programs on undergraduates at a public institution. This study examines how participants change in regards to their understanding of the host culture, explores what students learn about their host cultures, and looks at the intercultural development that the students gain from spending a short time abroad on an academic program. The people who participated in this research project are students from the University of Utah who spent time on a short-term (two to eight weeks) study abroad program.
The literature reviewed in this study looks at number of articles that have been written about both short-term study abroad programs as well as long-term study abroad programs. The participants in this study came from a variety of academic backgrounds and class standings. A list was compiled of participants who indicated on their study abroad application that they did not have any previous international experience prior to their short-term study abroad experience. From this list, students were randomly emailed asking if they would like to participate on this study.
This study revealed that individuals who participate in a short-term study abroad program do have transformative experiences. This study concluded that individuals who participate on short-term study abroad programs experienced personal growth as a result of studying abroad.
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Luo, Ping. "Evaluation of the Flicker Effect as a Generative Strategy in Enhancing ComputerBased Instruction (CBI) of Visual Recognition and Classification." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1702.
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Few studies address the question of the technology-based instructional methods of visual patterns, so the overarching purpose of this study was to investigate the effects of three treatments on pattern recognition. Specifically, with a pretest-posttest control group experimental study, the effectiveness of three instructional strategies, a flicker treatment, a no-flicker treatment, and a comparison treatment, (groups respectively analyzing sequential displays of two similar images with and without a blank screen in between and simultaneous displays of two images), was compared based on recognition (memory) and classification (transfer) test scores. The group differences in learning effectiveness and efficiency were also measured by study duration, the number of incorrect responses and the number of trials. Pretest scores were taken as a covariate to equate the groups' prior knowledge.
College students (n=228) recruited from the liberal arts, science, and engineering programs in a Southeast university of the United States were randomly assigned to one of the three treatments. Their immediate learning was assessed with validated tests of recognition and classification, and their study time and response accuracy was tracked. All of the three groups learned and gained approximately an 80% accuracy rate in both posttests. An overall statistically significant difference was identified among the groups. In the classification test, both the flicker and comparison groups performed significantly better than the no-flicker group with small effect sizes. However, there were no significant differences among the groups in the recognition test. Moreover, the three groups demonstrated statistically significant differences in duration, number of incorrect responses, and number of trials.
The study results are consistent with generative learning and related theories and evidence. Outcome measures inform practitioners of potential effective methods and a validated instructional system while effect sizes indicate relatively small advantages at relatively high cost.
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Nanduri, Vishnuteja. "Auction performance evaluation in deregulated electricity markets." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001105.
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Vrtis, Brian Robert. "Teaching Theatre History: Re-Directing an Existing Course." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1409.
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Gallagher, Ruth Wilmer. "A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3112.
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Cultural competence learning interventions have been suggested to positively improve knowledge, attitudes, and behaviors in both professional nurses and nursing students. A meta-analysis was used to examine the effectiveness of learning interventions designed to increase the cultural competence in professional nurses and nursing students. This is the first known meta-analysis of studies on cultural competence learning interventions in professional nurses and nursing students.
The meta-analysis was done using 13 research studies on cultural competence educational interventions from 1999 to 2010 that were published peer-reviewed literature found in electronic databases. Analyses were computed using a fixed-effect model and effect size data reported in terms of odds-ratio. The Comprehensive Meta-Analysis [Version 2] statistical software was used for the meta-analysis. Results of Orwin's fail-safe N, funnel plot and Duval and Tweedie's Trim and Fill revealed no evidence of publication bias. The meta-analysis demonstrated that seven of the 13 studies' individual educational interventions had a significant positive effect (odds-ratio = 4.2) on improving cultural competency of nursing students and professional nurses.
The study was able to determine from the meta-analysis literature that overall, learning interventions of cultural competence in nurses and nursing students significantly translates to a positive effect on the self-perceived cultural competency of nurses and nursing students in terms of knowledge, skills, attitudes, and self-efficacy regardless of intervention type and contact time. However, there is insufficient empirical evidence to support the argument that education and training in cultural competence translates into culturally competent care or that it leads to improved client health outcomes, particularly in nurses and nursing students. The results of this study should be interpreted with caution. Limitations of the study and recommendations for future research are discussed.
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Jensen, Shawn V. "Correlating Factors Between Student Participation and Student Learning Via a Service Learning Project in Secondary Education: A Case Study." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1163.pdf.
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Lindle, Rachel L. "LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/7.
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Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment tool for students at this developmental stage. The purpose of this research study is to test the hypothesis that retelling using visual art representations of the story will yield positive results.
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Lewis, Scott Edwin. "An evaluation of a pedagogical reform designed for college chemistry teaching with large classes." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001472.
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Cameron, Mary M. "An evaluation of English language arts software : a graduate internship report done through the Learning Resource and Technology Division of the Nova Scotia Department of Education and Culture /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55488.pdf.
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Jacobson, Lea. "From Habits of Mind to Critical Thinking: A Study of Student Learning Behaviors in a University Great Books General Education Course." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/264938.
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Educational Leadership<br>Ed.D.<br>Accreditors and administrators have begun to focus on general education with an eye to improvement. One of the most valued, but difficult to assess, learning outcomes in general education is critical thinking. Critical thinking is thought to play a role in student engagement and positive student learning outcomes. This study examined students' acquisition of critical thinking skills in a required general education great books course at a large, mid-Atlantic, Research I university with a high transfer-in population. Student interviews, class observations and document analysis were employed in the study. Specific attention was paid to dialogic learning, as Vygotsky's theory of social learning and the theory of student engagement underpinned the study. This study found that critical thinking learning goals were not communicated to the students explicitly through the syllabus. Only 20 percent of the students in the class reported acquiring critical thinking skills. All of those students were female transfer students. Many students described the class as outside their primary educational interests. Those who acquired critical thinking skills were more likely to be active participants in the class, value professor-student conferences and have a strong academic support network. Social interaction contributed to students' acquisition of critical thinking skills in this class. Future assessment of critical thinking will depend on a clearer definition of the concept. General education programs and courses that link social interaction and the acquisition of critical thinking skills are worthy of further study.<br>Temple University--Theses
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Milner, Marleen. "An evaluation of the influence of case-method instruction on the reflective thinking of MSW students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003025.
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Hill, Betty J. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.
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Eduardo, Feliciana. "The development and evaluation of an online master's module using an open-source software package." Diss., Pretoria :[s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-04182008-100020.
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Almeida, Ana Teresa Galhofas. "Relatório da prática de ensino supervisionada: ensino de artes visuais no 3º ciclo do ensino básico e no ensino secundário: a avaliação nas artes visuais: dilemas, diferenças, estratégias." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17934.
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O presente relatório da Prática de Ensino Supervisionada aborda uma temática indissociável da prática docente: a avaliação. A avaliação da aprendizagem do aluno é realizada em todas as componentes curriculares, mas nas artes visuais, esta torna-se tema de debate. Uns acreditam que o processo é possível por integrar a componente do conhecimento, outros não, devido à sua subjetividade. Como afirma Imanol Aguirre "a avaliação é a acção de atribuir classificações aos alunos e uma ferramenta indispensável para qualquer processo de aprendizagem. No entanto, esta torna-se também um dos aspectos mais problemáticos da educação artística" (Aguirre (2000: 85). Por isso mesmo, continua a ser necessário analisar os vários pontos de vista.
A juntar-se a estas questões, vem o facto de, ao longo do meu percurso escolar, realizado em artes visuais, me ter deparado com várias situações em que não percebi a avaliação de que fui alvo nas disciplinas artísticas; Abstract: The present report of the Supervised Teaching Practice covers an indissociable theme of the teaching procedure: the evaluation. Assessment of student learning is conducted in all curriculum components, but in the visual arts, this becomes a topic of debate. Some believe that the process is possible by integrating the knowledge component, others do not, due to its subjectivity. According to Imanol Aguirre "The evaluation is the action of assigning ratings to the students and an indispensable tool for any learning process, however, this also becomes one of the most problematic aspects of arts education" (Aguirre (2000: 85). Therefore, it remains necessary to examine the various points of view. Joining these questions comes the fact that, throughout my school career, accomplished in the visual arts, I have encountered several situations where I did not understand the evaluation of which I was targeted within the arts disciplines.
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Fefilatyev, Sergiy. "Detection of marine vehicles in images and video of open sea." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002609.
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Farmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.
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Students with learning disabilities and/or attention deficit hyperactivity disorder (ADHD) experience decreased academic and social-emotional outcomes when compared to their peers without disabilities. Self-determination, positive psychology, and cognitive theories of learning offer suggestions for improving these outcomes. The purpose of this study was to develop The Personal Strengths Intervention (PSI) and investigate its impact on levels of self-determination and the social-emotional functioning of postsecondary students with learning disabilities and/or ADHD. PSI integrates key elements of self-determination, positive psychology, and cognitive theories. ADHDA multiple baseline design with seven participants was used to examine the intervention effects over time. Results indicate PSI demonstrates content, face, and social validity. The results from the examination of the impact of participation in PSI on self-determination and social-emotional levels were inconsistent. Visual analyses, effect sizes, and multilevel modeling of the time series data indicated there was little to no intervention effect across participants. However, results from the visual analyses and effect sizes revealed there were some intervention effects for particular participants. For participants who demonstrated intervention effects, effects ranged from small to large for self-determination dependent variables and small to moderate for social-emotional dependent variables. Pre- post-assessment results indicated there was an increase in self-determination and positive affect associated with participation in PSI. There were no changes in subjective well-being or negative affect. Results from a longitudinal qualitative trend analysis and final interviews with participants indicated improved self-determination and social-emotional levels. A discussion of possible explanations for the finding and implications is included. Suggestions for future research are provided.
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Chui, Wai-ngor. "An evaluation of the effectiveness of the new teaching methods and learning approaches for "history of Chinese culture and arts" Zhongguo wen hua yi shu shi ke xin jiao xue fa ji xue xi jin lu de cheng xiao ping gu /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31961575.
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Chan, Miu-kuen. "An evaluative study on the learning of creative thinking in visual arts." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35312099.
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Chan, Miu-kuen, and 陳妙娟. "An evaluative study on the learning of creative thinking in visual arts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35312099.
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Jonasson, Camilla. "Vi slår på trummor inte på varann! En kontextextualiserad utvärderingen av ett kulturprojekt för barn och unga." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21980.
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In October 2010 started the pilot project, Vi slår på trummor inte på varann! The project was conducted under Utveckling Barn & Unga, which is collaboration between the Musik i Syd and the city of Kristi- anstad, in order to strengthen the children ́s and adolescents culture in the region. Slättängsskolan in Kristianstad was chosen as a pilot school and all students in grades 6 and 7 have participated in the project. The project ended with two concerts, one at the school and one at the Kristianstad Concert Hall.This thesis presents a contextualized evaluation of the pilot project, Vi slår på trummor inte på varann! anchored in three contexts:• Theory• Politics• MethodologyThese theoretical approaches include theories that are relevant to the evaluation of the project, Vi slår på trummor inte på varann! The pedagogical theories are related to learning processes regarding Art Education. Curriculum goals and values are also the basis for the evaluation. Methodologically I have used the method triangulation, a combination of methods, to evaluate the project in order to get a ”toolbox” of theoretical approaches for my future work as a cultural producer for children and young people.The results of the evaluation indicate that the majority of the students experienced the project as something good and something that they want to continue. Most positive were the students in 6:th grade. The students who thought it felt good to play drums were also more positive about the project as a whole. The most favorable of the project, according to the students, was the concerts. Concerts and media attention have revised the image of the school. Through the project, the school thus had something positive to gather around, which was one of the goals of the project. Based on evaluation results, I finally examined if the project, Vi slår på trummor inte på varann! can be regarded as a sign of a shift of paradigm in the perception of culture for children and young people in Sweden today.
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Moulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.
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The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience.
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Miller, Linda. "Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/693.
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The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment.
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Hermoza, Samanez Luz Marina. "Formative Assessment - Construction for Collaborative Learning in Students of Art and Design." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117840.
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The objective of the experience that we are presenting is to point out some valuable accomplishments of students’ learning from the Geometric Design 1 and 2, DG courses in the Pontificia Universidad Católica del Perú, PUCP’s, Art Faculty, which are built when learning evaluations take place, as well as how the approach of the formative evaluation supports the construction of an art student who is independent and self-directed, able to be conscious of his own progress, able to be self-critical of his/her artistic production, basing their self-evaluation on objective criteria that they themselves will discover and create. In addition, the formative approach of the evaluation promotes the formation of a strong character for critical evaluation, understood here as a specific evaluation strategy of art and design.Also we will reflect on the application of evaluation strategies aimed towards being collaborative; to give meaning to the method and to the intended contents of the learning while the student is acquiring procedure tools for the development of drawing techniques and for their own self-expression.This important learning is aimed at the autonomy of the student, because simultaneously to the conceptual area, diverse methodologies will be put in practice and students will experience strategies of collaborative learning andindividual aimed to «learning to learn» and «learning to be».<br>Los objetivos de la experiencia que presentamos son: a) identificar los logros del aprendizaje de los alumnos del curso de Dibujo Geométrico (DG) 1 y 2 de la Facultad de Arte de la Pontificia Universidad Católica del Perú (PUCP) construidos durante la evaluación del aprendizaje. Asimismo, b) demostrar cómo el enfoque de la evaluación formativa apoya la construcción de autonomía y autorregulación del estudiante de arte, capaz de ser consciente de su propio desarrollo y de hacer una autocrítica de su producción artística, basada en criterios objetivos que él mismo va a descubrir y conceptualizar, mientras va adquiriendo herramientas procedimentales y conceptuales para el desarrollo de técnicas de dibujo y de su propia expresión. De esta manera impulsa la formación de un carácter fuerte para la evaluación crítica, entendida aquí como una estrategia específica de evaluacióndel arte y el diseño.También reflexionaremos sobre la implementación de estrategias de evaluación orientadas hacia lo colaborativo, para darle significancia a la forma y a los contenidos destinados al aprendizaje, mientras el alumno adquiere herramientas para el desarrollo de técnicas de dibujo y de su propia expresión. Las estrategias de evaluación están orientadas a la autorregulación del alumno ya que simultáneamente al área conceptual, pondrán en práctica metodologías diversas y experimentarán estrategias de aprendizaje colaborativo e individual orientados alaprender a aprender y al aprender a ser.<br>O objetivo da experiência que apresentamos é a de assinalar alguns lucros valiososda aprendizagem dos alunos do curso de Geometric Design 1 and 2, DG da faculdade de Arte da Pontificia Universidad Católica du Perú, PUCPque se constroem durante a avaliação da aprendizagem, assim como o enfoque da avaliação formativa apoia a construção de um estudante de arte autónoma e autónomo e autorregulado, capaz de ser consciente de seu próprio desenvolvimento, capaz de fazer uma autocrítica de sua produção artística, baseando-se em critérios objetivos que o mesmo vai descobrir e conceituar. Ademais o enfoque formativo da avaliação impulsiona à formação de um carácter forte para a avaliação crítica, aqui entendida como uma estratégia de avaliação específica da arte e design.Também reflexionaremos sobre a implementação de estratégias de avaliação orientadas para o colaborativo, para lhe dar significância à forma e aos conteúdos destinados à aprendizagem, enquanto o aluno vai adquirindo ferramentas processual para o desenvolvimento de técnicas de desenho e de sua própria expressão. Esta aprendizagem significativa está orientada à auto-regulação do aluno, pois simultaneamente à área conceptual, porão em prática metodologias diversas e experimentassem estratégias de aprendizagem colaborativo e individualorientados ao aprender a aprender e ao aprender a ser.
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Caldwell, Candice Anne. "Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002622.
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The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.
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Anderson, Jillian Rene. ""Yes, and...!" assessing the impact of theatre-based improvisational training and a simulation on work group behavior /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217826279.
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Poltronieri, Helo?sa. "Avalia??o da aprendizagem: estudo sobre a produ??o cient?fica divulgada no peri?dico Estudos em Avalia??o Educacional (1990-2010)." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/700.
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Previous issue date: 2012-02-16<br>Researches done about the evaluation in basic education points out Studies in Educational Evaluation as the journal which has the higher concentration of articles in the ?rea of evaluation in basic education. In order to contribute to understand the evolution of this field, our main purpose is to research and to map the scientific production published in this journal between 1990 and 2010 according to the theories about the State of the Art and focused on the area of learning s evaluation in basic education. This work intends to identify the theoretical contributions of the articles published in this journal to the field of learning s evaluation; to check the main thematic trends of the journal according to an historical line; to analyze the major discussions in the volumes of the journal; to identify the Brazilian authors, articles or books most mentioned in the articles analyzed; to verify the percentage of the studies in the area of learning s evaluation in basic education and in college; to identify the main authors who publish in this journal, their formation and if they are productivity exhibitioner; to check in which universities the articles were produced and which of them are due to doctor s or master s degree. Moreover, there s one attempt to point out which are the main thematic trends that feature these 20 years of the journal. The research is an example of State of the Art and it s structured in three chapters: Learning s evaluation: a reading according to the researches about the State of the Art; Learning s evaluation in the journal Studies in Educational Evaluation : mapping the scientific production; and Learning s evaluation in Studies in Educational Evaluation : thematic trends and theoretical contributions.<br>Pesquisas realizadas sobre avalia??o na educa??o b?sica apontam a revista Estudos em Avalia??o Educacional como o peri?dico que possui maior concentra??o de artigos na ?rea da Avalia??o da educa??o b?sica. Buscando contribuir com os esfor?os em compreender a evolu??o do campo do conhecimento neste tema, estabeleceu-se como objetivo geral pesquisar e mapear, a partir dos estudos sobre o estado da arte, a produ??o cient?fica divulgada no peri?dico Estudos em Avalia??o Educacional no per?odo de 1990 a 2010, focada na ?rea da Avalia??o da Aprendizagem da educa??o b?sica. Pretendeu-se: identificar as contribui??es te?ricas dos artigos divulgados no peri?dico para o campo do conhecimento sobre avalia??o da aprendizagem; verificar as principais tend?ncias tem?ticas difundidas no peri?dico seguindo uma linha hist?rica; analisar as principais discuss?es presentes nas publica??es; identificar os autores brasileiros, artigos ou livros mais citados nos artigos analisados; verificar o percentual de estudos na ?rea da Avalia??o da Aprendizagem na educa??o b?sica e no ensino superior; identificar os principais autores que publicam na revista, sua forma??o e se s?o bolsistas produtividade; verificar em quais universidades os artigos foram produzidos e quais deles resultaram de teses de doutorado ou disserta??es de mestrado. Al?m disso, objetivou-se identificar as principais tend?ncias tem?ticas presentes nos 20 anos de exist?ncia da revista. A pesquisa caracteriza-se como sendo do tipo estado da arte.
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Clarke, Tobin De Leon. "A study of output measures for evaluating the performance of California community college learning resources programs." Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2934.
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Problem. Traditional measures for library and learning resources programs based on standards which identify input alone are no longer considered effective for evaluating a program or justifying its needs. No output measures for comprehensive learning resources programs in California existed.
Purpose. The purpose was to develop output measures for comprehensive learning resources programs. Additionally, learning resources and library administrators were surveyed regarding the following: whether they would use the output measures, how they would use them, and whether there was a need for the adoption of statewide standards.
Procedures. Thirteen output measures previously identified and pilot tested by library and learning resources program administrators were revised into 12 output measures based on the results of the pilot test. Two groups of 24 colleges each were randomly selected to participate in the survey. The revised output measures and survey were sent to the two groups for response. Thirty-nine college administrators returned the survey. The data were tabulated and analyzed electronically using descriptive and inferential statistics.
Findings. The usefulness and clarity of the output measures manual were validated by this study. The data indicate that 78% of community college learning resources program administrators will use all or some of the output measures to evaluate their programs. The data indicate that in-house or within institution use of data is more valuable than for comparing across libraries. Program administrators agree strongly that the State needs to adopt minimum standards for learning resources programs.
Recommendations. (1) The output measures manual for California Community College Library and Learning Resources Programs be adopted by the California Community College Chancellor's office for the voluntary evaluation of learning resources programs in California. (2) That as program based funding is fully implemented in California Community Colleges, research should be conducted, using the output measures, to determine if improved funding of learning resources programs at the state level leads to more effective services at the local level. (3) That the Board of Governors of the California Community Colleges adopt the ALA (1990) standards for learning resources programs.
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Lott, Gregory Harrison Lott. "Evaluating Student-Athlete's Emotional Intelligence Development from Participation in Sport." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1466713292.
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Roney, Joshua. "Evaluating Teaching Grammar in Specific Constraints of Context: A Pilot Study in the Developmental Writing Program at Seminole State College." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5469.
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This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either “Standard” or “Experimental,” according to the method administered in the classroom. The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.<br>M.A.<br>Masters<br>English<br>Arts and Humanities<br>English; Rhetoric and Composition
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Hobby, Kristina Lee. "Metaphoric Interpretations of a Social Issue." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/15.
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This thesis presents a study on how fourth graders can learn and use metaphor to create meaningful and expressive artworks. It is intended to investigate how students can understand the idea of metaphor and how they can use it to illustrate their own thoughts and ideas within their artworks. Jean Piaget believes much abstract thinking does not occur until the Formal Operations Stage of eleven to thirteen years of age. This study sought to question the ideas of Piaget by introducing the abstract thought of metaphor to fourth graders who are at the approximate age of nine. It set out to demonstrate that students may understand the idea of metaphor while applying it to create meaningful artworks that demonstrate their own opinions, thoughts and beliefs. Concepts about metaphor were introduced to the students through a number of interactive lessons to develop their ability to implement metaphor into their own artworks. This unit taught students how to interpret metaphor and apply the use of metaphor to their own artworks.
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Chui, Wai-ngor, and 崔惠娥. "An evaluation of the effectiveness of the new teaching methods and learning approaches for "history of Chinese culture andarts"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961575.
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Paiva, Vit?ria Maria Avelino da Silva. "Avaliando a aprendizagem de l?ngua inglesa em uma escola de ensino m?dio a partir de contribui??es discentes." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16236.
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Previous issue date: 2012-07-31<br>This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDR?, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process<br>O presente estudo discorre sobre a avalia??o da aprendizagem de l?ngua inglesa desenvolvida em uma escola p?blica de ensino m?dio do munic?pio de Lajes-RN, em 2011, a partir de uma proposta qualitativa de avalia??o (SAUL, 1988; CANAN, 1996; DEMO, 2008), objetivando a produ??o de conhecimento acerca do processo de avalia??o desenvolvido nas aulas de l?ngua inglesa, envolvendo as contribui??es dos estudantes. Ao se diagnosticar e caracterizar o processo avaliativo de l?ngua inglesa da escola pesquisada, identificando as representa??es que os estudantes atribu?am ? avalia??o, implementaram-se os instrumentos avaliativos por eles sugeridos para a realiza??o da avalia??o da aprendizagem dessa disciplina. Esse fato possibilitou uma reflex?o sobre a participa??o discente na constru??o do processo avaliativo de l?ngua inglesa, assunto discutido por Sant‟anna (2002) e outros te?ricos como Canan (1996), Brasil (2002) e Pereira (2009). Para a condu??o do trabalho investigativo, fez-se uso da abordagem qualitativa de base etnogr?fica, fundamentando-se em autores como Bogdan e Biklen (1994), Mazzotti e Gewandsznajder (1998), Strauss e Corbin (2008), entre outros. A metodologia adotada foi a pesquisa a??o (ANDR?, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008), descrita como uma pesquisa de base emp?rica que associa uma a??o a uma resolu??o de um problema coletivo, porque nela seus pesquisadores e colaboradores se envolvem de modo cooperativo (THIOLLENT, 1985). Ao tratar da avalia??o da aprendizagem de l?ngua inglesa (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) praticada antes e depois das contribui??es feitas pelos estudantes da segunda s?rie do ensino m?dio da referida escola, este estudo considera que os estudantes do ensino m?dio t?m uma consci?ncia mais cr?tica e reflexiva no que se refere a suas avalia??es, opinando n?o apenas sobre a avalia??o da aprendizagem de l?ngua inglesa, mas tamb?m de outras disciplinas do seu curr?culo escolar. Assim, esta investiga??o apresenta possibilidades para a realiza??o do ato avaliativo que considere a participa??o dos estudantes nas decis?es que concernem a esse processo, ao se cogitar que, quando compartilham decis?es com seus aprendizes, os docentes podem agregar qualidade ao processo de avalia??o
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Uler, Arnilde Marta. "Avaliação da aprendizagem: um estudo sobre a produção acadêmica dos Programas de Pós-Graduação em Educação (PUCSP, USP, UNICAMP) (2000 2007)." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/9524.
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Previous issue date: 2010-08-18<br>The objective of this study was to document and comprehend the conception of the LEARNING EVALUATION spread in the academic production of master‟s degrees in three universities: Pontificia Universidade Católica de São Paulo PUC/SP, Universidade de São Paulo USP and Universidade Estadual de Campinas UNICAMP, in the period of 2000 to 2007. The exploration of the theoretical perspective was made through the selection of authors whose studies associate to the learning evaluation or to the teacher formation such as: Nóvoa (1991), Luckesi (1993), Abramowicz (1994), Sousa (1994), Abrecht (1994), Candau (1996), Freitas (1996), Demo (1999), Perrenoud (1999), Sacristán (2000), Bonniol (2001), Cappelletti (2001), Saul (2001), Vial (2001), Imbérnon (2002), among others. From the study of the State-of-art of the academic production, composed by doctorate thesis and master‟s degree dissertations about learning evaluation (2000-2007), 37 papers on learning evaluation produced in the post graduation programmes in education during the mentioned period were selected. I have elaborated a summary of each one of the found papers and, forthwith, the analysis of each dissertation and thesis considering the categories of analysis: learning evaluation in the continuous progression and cycles, learning evaluation in the public politics and learning evaluation in the scholastic practice. After this analysis, I have elaborated a synthesis-analytic study chart of each paper adopting as descriptions: identifying, objective, range, methodology, and the main contributions to the conception of learning evaluation. This research points to the accomplished investigations mostly aiming the Elementary School, but already demonstrating worries about the learning evaluation in the High School. Still, there is a tendency for the traditional learning evaluation, but also, there are works that point to a emancipated, continuous, formative proposal. The research has also mentioned Pontifícia Universidade Católica de São Paulo PUC/SP, considering its post graduation programme in Education, as having the highest number of works dedicated to the learning evaluation, fact already identified in the study of Souza in 1994<br>O objetivo deste estudo foi documentar e compreender a concepção de AVALIAÇÃO DA APRENDIZAGEM veiculada na produção acadêmica de Pós-Graduação em Educação em três universidades: Pontifícia Universidade Católica de São Paulo PUC/SP, Universidade de São Paulo USP e Universidade Estadual de Campinas UNICAMP, no período de 2000 a 2007. A exploração da perspectiva teórica fez-se por meio da seleção de autores cujos estudos vinculam-se à avaliação da aprendizagem ou à formação docente como: Nóvoa (1991), Luckesi (1993), Abramowicz (1994), Sousa (1994), Abrecht (1994), Candau (1996(, Freitas (1996), Demo (1999), Perrenoud (1999), Sacristán (2000), Bonniol (2001), Cappelletti (2001), Saul (2001), Vial (2001), Imbernón (2002), entre outros. A partir do estudo do Estado da Arte da produção acadêmica, constituída de teses e dissertações de mestrado sobre avaliação da aprendizagem (2000-2007) foram selecionados 37 trabalhos sobre avaliação da aprendizagem, produzidos nos programas de Pós-Graduação em Educação, no período mencionado. Elaborei o resumo de cada um dos trabalhos encontrados, e em seguida, a análise de cada dissertação e tese a partir das categorias de análise: avaliação da aprendizagem na progressão continuada e ciclos, avaliação da aprendizagem nas políticas públicas e avaliação da aprendizagem nas práticas escolares. Depois dessa análise elaborei um quadro-síntese - estudo analítico de cada um dos trabalhos adotando como descritores: identificação, objetivos, abrangência, metodologia e principais contribuições para a concepção de avaliação da aprendizagem. A pesquisa aponta para o fato de que as investigações realizadas estão na sua maior parte voltadas ao Ensino Fundamental, mas já sinalizam preocupações com a avaliação da aprendizagem no Ensino Médio. Ainda há uma forte tendência da avaliação tradicional em aprendizagem, mas, existem trabalhos que focalizam uma proposta emancipatória, contínua, formativa. A pesquisa revelou também a Pontifícia Universidade Católica de São Paulo PUC/SP, no Programa de Pós-Graduação em Educação como aquela que tem maior número de trabalhos dedicados à avaliação da aprendizagem, fato esse já identificado no estudo de Sousa (1994)
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Hara, Tenshi. "Analyses on tech-enhanced and anonymous Peer Discussion as well as anonymous Control Facilities for tech-enhanced Learning." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-205517.
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An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes<br>Über die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert
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Ntinglet, Emelda S. "Evaluating the Spacing Effect Theory on the Instructional Effectiveness of Semester-Length versus Quarter-Length Introductory Computer Literacy Courses in Institutions of Higher Learning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/32.
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This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation).
A t test analysis revealed that students in the quarter-length formats had significantly higher grades than those in the semester format but the analysis presented no significant difference on their mock IC3 scores. A Pearson correlation conducted also revealed no significant relationship among students' course grades and their mock IC3 scores overall or by format (semester vs. intensive).
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Yamasaki, Gabriela Dias. "Avaliação de uma unidade didática para ensino-aprendizagem de inglês para crianças." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/13613.
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Previous issue date: 2013-01-30<br>The interest in researches related to English teaching and learning for children has motivated a growing number of studies in recent decades. However, there are still very few studies that explore the evaluation of teaching materials for such group, a fact that motivated the development of this work. In this way, this study aims at evaluating a didactic unit used for English teaching and learning in an institution that provides social services for lower class children in the south of São Paulo. This unit, called Identity was developed by PEIC, a project originated from an offshoot of the project "Training teachers for English teaching and learning for children" which aims to develop teachers on teaching and learning through critical and reflexive practice. The theoretical framework of this work consists of the following studies: the socio-historical-cultural teaching and learning (VYGOTSKY, 1934/1993; 1934/1998), the characteristics of the child as a learner of languages (MOON, 2000; HALLIWELL, 1992; READ, 2007; PINTER, 2006), issues related to identity (HALL, 1992/2001; NORTON, 1997), the requirements of the Brazilian official documents described in PCN-LE (BRAZIL, 1998) and considerations on the production and evaluation of instructional materials (CUNNINGSWORTH, 1995; TOMLINSON, 2001.2003; GRAVES, 2000; RAMOS, 2009). The results showed that the material assessed proposes learning of the English language through peer interaction, with a socio-historical-cultural view of language and learning and spiral design. Moreover, it has proved to be efficient, because it proposes language development through actions which advocate respect and dignity to children, thus fulfilling a role as an agent of social integration<br>O interesse por estudos sobre o ensino-aprendizagem de inglês para crianças tem motivado um número crescente de pesquisas nas últimas décadas. Contudo, ainda são escassos os estudos sobre a avaliação de materiais didáticos para essa faixa etária, fato que motivou o desenvolvimento deste trabalho. Assim, este estudo se desenvolve com o objetivo de avaliar uma unidade didática utilizada para o ensino-aprendizagem de inglês em uma instituição que atende crianças pertencentes às classes D e E na zona sul de São Paulo. Essa unidade, denominada Identidade (Identity) foi elaborada pelo projeto PEIC, um desdobramento do projeto "Formação de professores para o ensino-aprendizagem de inglês para crianças" que visa a formação crítico-reflexiva de professores de inglês. O referencial teórico que embasou este trabalho constituiu-se pelos seguintes estudos: a perspectiva sócio-histórico-cultural de ensino-aprendizagem (VYGOTSKY, 1934/1993; 1934/1998), as características da criança como aprendiz de línguas (MOON, 2000; HALLIWELL, 1992; READ, 2007; PINTER, 2006), as questões relacionadas à identidade (HALL, 1992/2001; NORTON, 1997), as prescrições dos documentos oficiais brasileiros prescritas nos PCN-LE (BRASIL, 1998) e as considerações sobre a produção e a avaliação de materiais didáticos (CUNNINGSWORTH, 1995; TOMLINSON, 2001,2003; GRAVES, 2000; RAMOS, 2009). Os resultados mostraram que o material avaliado propõe o aprendizado de língua inglesa por meio da interação entre pares, tem uma visão sócio-histórico-cultural de linguagem e aprendizagem e design em espiral. Além disso, mostrou-se eficiente, pois propõe desenvolver por meio da linguagem ações que preconizam o respeito e a dignidade às crianças, cumprindo assim um papel como agente de inserção social
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Rovira, i. Bach Montserrat. "Les proves de correcció objectiva i l’aprenentatge de la Història de l’Art al Batxillerat." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/84024.
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Aquesta tesi s’inscriu en una línia d’investigació del grup de recerca consolidat DHIGECS de la UB que porta deu anys investigant la relació entre els resultats d’aprenentatge en la matèria d’Història i les activitats que permeten estimular amb més constància l’esforç d’aprenentatge de l’alumnat i que es reflecteixen en la valoració del seu rendiment.
L’estudi realitzat ha volgut verificar la hipòtesi segons la qual les proves de correcció objectiva --fàcils i ràpides de corregir per part del professorat-- si segueixen el discurs de la informació de la història de l’art formulada en el transcurs de la docència, i es proposen amb regularitat, i també si es corregeixen a posteriori en diàleg amb l’alumnat de manera que justifiquin i argumentin tant les respostes correctes com les incorrectes, en milloren el rendiment acadèmic. Per tal de verificar aquesta hipòtesi s’ha treballat amb una mostra de més de 400 alumnes de diversos centres públics i privats de Catalunya.
La tesi s’estructura en les següents parts: una primera part teòrica, que estaria reflectida en els dos primers capítols. Dins d’aquests, el 1r correspon a la introducció on es plantegen els precedents d’aquesta tesi i l’estat de la qüestió, l’objecte de la recerca, la hipòtesi i els objectius que s’han perseguit. El segon capítol correspon al marc teòric i metodològic en el qual s’inscriu.
Una segona part presenta el disseny de la recerca on es recullen els instruments que s’han utilitzar en la investigació i que es presenten per l’ordre amb què es van utilitzar al llarg del treball de camp. I es troben explicitats des del capítol tercer fins al setè.
La tercera part, més pràctica, és la que correspon a l’experimentació. Aquesta part es subdivideix en dos capítols. El primer, el que correspon al capítol vuitè, és on es desenvolupa el treball de camp al centre experimentador, anomenat centre A i que constitueix un estudi de cas on la investigadora era alhora la professora; el segon, el que correspon al capítol novè, recull la mateixa experiència a la resta dels centres que varen participar en l’estudi. Finalment el Capítol X recull les conclusions.
També cal esmentar que la tesi conté diversos annexos que es consideren necessaris per poder contrastar la recerca. En l’Annex I hi ha el recull de les revistes i altres fonts consultades pel que fa a l’estat de la qüestió; en el II s’especifica el programa d’Història de l’Art que ha estat comú a tots els centres; l’annex III inclou el material facilitat per a la didàctica dels centres experimentadors on no tan sols es recull el nucli de la programació (amb les idees principals a desenvolupar i els objectius didàctics) sinó també materials escrits per si es volien utilitzar a la classe; i, finalment, a l’Annex IV hi consten les transcripcions de les entrevistes finals realitzades al professorat.<br>The Evaluation of objective correction as a learning tool of the “History of Art” subject in “Batxillerat” (higher certificate A-level)
This thesis follows the study approach of the consolidated DHIGECS research team at UB University who, for ten years, have been researching into the realationship between the learning results of the subject of History and the activities which enable us to foster, successfully, the learning effort of students, which can be reflected in the final results.
The study aims to check the hypothesis which proves that objective tests – easy and quick to mark – can improve the students’ academic results, if they follow the information methodology applied throughout the lessons, and if they are carried out regularly, and if they are marked, with hindsight, together with the students so that they justify both correct and incorrect answers. In order to verify this hypothesis, the research is based on a sample of over 400 students from several public and private centres of Catalonia.
The thesis is divided into the following parts: a theoretical part, which is reflected in the first two chapters. The first one includes the introduction with the precedents of the thesis and the state of art, the subject of the research, the hypothesis and the objectives. The second chapter is about the theoretical-methodological framework.
The second part, the research design, where we find the tools used in the research which are presented in the order of usage throughout the field survey. They are explained from chapter III to VII.
The third part, more practical, is devoted to experimentation. This part is devided into two chapters. In the first one, which corresponds to chapter VIII, the field survey is developed in the experiencing centre called centre A; the second one, which corresponds to chapter IX, gathers the same experience in the rest of the centres which took part in the research. Finally, chaper X presents the conclusions.
It is also worth mentioning that this thesis contains several annexes which are thought to be necessary to check the research. In annex I, there is a list of the consulted magazines and other resources as far as the state of art is concerned; The second one specifies the curriculum of History of Art which has been common in all centres. Annex III includes the supplied learning materials of the experiencing centres where you can find not only the syllabus core ( with the main ideas to develop and objectives) but written materials as well to be used in class; finally, annex IV presents the transcriptions of the final interviews with the teachers.
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Alzimami, Hessah Khaled. "EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/422.
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In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
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Varela, Leodecio Martins. "Intera??o em sala de aula de l?ngua inglesa: o feedback como estrat?gia do desempenho assistido." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16229.
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Previous issue date: 2011-12-06<br>Universidade Estadual do Rio Grande do Norte<br>This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in A?u/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner?s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur?s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher?s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher?s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge<br>O presente trabalho caracteriza as pr?ticas e os efeitos do feedback de um professor na intera??o oral com os seus alunos em sala de aula de L?ngua Inglesa em uma escola de Ensino Fundamental II, 6? Ano, em A?u/RN, Brasil. Para tanto, tomamos como base as pesquisas de Vygotsky (1975) e Bruner (1976), os quais afirmam que a aprendizagem ? constru?da por meio da intera??o entre um parceiro mais experiente (professor, pais, amigos) e o aluno, o qual exerce papel ativo reconstrutor do conhecimento, bem como os estudos de Ur (2006) e Brookhart (2008), entre outros pesquisadores em Lingu?stica Aplicada que defendem que o feedback precisa ser de tipo avaliativo formativo, uma vez que estabelece interfaces com a autonomia e o avan?o da aprendizagem do aluno. Trata-se de pesquisa de natureza qualitativa e de base interpretativista, cuja relev?ncia reside no fato de que o ambiente natural (sala de aula) ? fonte direta dos dados gerados neste estudo por meio de observa??es/anota??es de campo e de transcri??es de cinco aulas de Ingl?s gravadas em ?udio. Os resultados do estudo apontam para as seguintes constata??es: o professor parece ainda seguir padr?es de intera??o de sala de aula que atendem ao processo IRA (Inicia??o, Resposta e Avalia??o) nos moldes behavioristas: (1) ele fala mais e determina os turnos de fala; (2) o professor faz mais perguntas, bem como dirige as atividades na maior parte do tempo; (3) o feedback do professor apresenta os tipos: feedback pergunta, feedback modelo, feedback resposta repetida, feedback elogio, feedback deprecia??o, feedback avalia??o positiva/negativa e feedback sarcasmo, cujas fun??es parecem ser avaliar o desempenho dos alunos com base em acertos e erros . Isso implica dizer que o feedback, dessa forma, pode n?o ajudar o aluno a avan?ar na aquisi??o do conhecimento pelo seu valor avaliativo normativo. Assim sendo, cabe ao professor fornecer feedback avaliativo formativo ao estudante no sentido de que ele possa avan?ar na aprendizagem da linguagem e na constru??o do conhecimento