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Dissertations / Theses on the topic 'Formative assessment in the virtual portfolio'

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Published: 4 June 2021

Last updated: 1 February 2022

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Bergdahl, Nina. "Co-Creative Learning - using IT to Visualise Progression (CIP) : En studie av former för systematiskt kvalitetsarbete på klassrumsnivå." Thesis, Mittuniversitetet, Avdelningen för kvalitetsteknik, maskinteknik och matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29035.

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Syftet med studien är att dels att förstå hur systematiskt kvalitetsarbete kan se ut på klassrumsnivå och dels vad det innebär att tillämpa det utifrån elevperspektiv, och dels att jämföra hur elevernas måluppfyllelse utvecklats i jämförelse med en kontrollgrupp. Resultatet av detta har fört med sig att examensarbetet bidrar med ett föreslag på hur kvalitetsarbete kan ske på klassrumsnivå; här kallat Co Creative Learning - using IT to Visualise Progression (CIP). Det här är en aktionsforskningsstudie. Den har genomförts med enkäter, fokusgrupper och en tidsserie; i vilken 65 elevers arbeten inom tre skilda områden bedömdes. För att förstärka reliabilitet och validitet valdes en kontrollgrupp, från samma upptagningsområde, som även de haft en legitimerad lärare med motsvarande antal yrkesverksamma år och som även de uttalat arbetat med formativ bedömning och synliggjorda mål. Två skoluppgifter var identiska och därmed kunde de två gruppernas resultat jämföras. För att minimera inverkan av en bedömande lärares närvaro på utvärderingen, samlades eleverna inte till fokusgrupper förrän efter att deras betyg var satta och kommunicerade. Då reflekterade de kring arbetet med ständiga förbättringar, kvalitet, involvering, målförståelse, upplevd progression och IT-användning. Innan denna avslutande diskussion hade de insamlade datamängder analyserades separat. Resultaten visade effekt på både elevupplevelse och progression. De största skillnaderna låg i elevens upplevelse, där förändring påverkas i första hand elevernas engagemang; i vilken utsträckning eleverna var nöjda studenter med sin egen utveckling. I tidsserien, var skillnaderna inte lika markanta som i elevupplevelsen. Den studerade gruppen började på ett något lägre snittbetyg, och avslutade på ett något högre, än kontrollgruppen. Det var främst pojkar som stod för utvecklingen. Detta kan bero på att flickorna redan hade mycket höga genomsnittliga betyg (vilket innebär att det inte finns utrymme för progression). Jämfört med kontrollgruppen, kvarstår de positiva skillnaderna med pojkarna i den studerade gruppen. Slutsatserna är därför att arbetet gynnat progression, men att den största förtjänsten med arbetssättet återfinns i hur eleverna upplever undervisningen. The purpose of the study is partly to understand how systematic quality management can be implemented at the classroom level and partly what it means to apply it from a student perspective, and to compare student progression with that of a control group. As a result of this, this study contributes with a method on how quality management can be implemented at the classroom level. This working method is named Co-Creative Learning - using IT to Visualise Progression. This is an action research study that encompassed questionnaires, focus groups and a time series. Three assignments from 65 students were assessed in the study, out of which two were compared to those from the control group. To enhance reliability and validity the selected control group were from the same catchment area, had qualified teacher with corresponding number of working years who also worked with formative assessment and visualising criteria. Two assignments were identical for both groups, and thus, the two groups' results could be compared. To minimise the effects of the presence of a teacher during evaluation, the students were not brought together to form focus groups, until after the grades were communicated. They then reflected on continuous improvement efforts, quality, inclusion, understanding objectives, perceived progression and the use of IT. Before the concluding discussion the collected data sets were analysed separately. The results showed the difference in both student experience and progression. The main differences lay in the student experience: where change primarily affected the students’ involvement; the extent to which the students were satisfied students with their own development. In the time series, the differences were not as high as in the student experience. The studied group started at a slightly lower grade, and completed at a slightly higher grade, than the control group. It was mainly the boys who accounted for the progression. One reason for could be that the girls already held high average grades (leaving little room for progression). Compared to the control group, the differences with the boys in the studied group remains. The conclusions drawn are thus that the method enhances progression, but that the main benefits are harvested from the enhanced educational experience of the students.

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Cheung, Mei-ki Alice, and 張美琪. "Using portfolio for formative assessment: a case study of an Al geography class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962439.

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Cheung, Mei-ki Alice. "Using portfolio for formative assessment a case study of an Al geography class /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501145.

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Swartz, Kent Olen. "Virtual Environment Usability Assessment Methods Based on a Framework of Usability Characteristics." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34890.

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Developing economical yet effective methods of incorporating usability engineering as an integral part of software engineering is a primary focus of human-computer interaction (HCI) research. However, much HCI research has focused primarily on inspecting and evaluating applications supporting command-line or graphical user interface (GUI) interaction styles. With the dramatic increase in virtual environment (VE) research in recent years, the HCI community is beginning to place an added emphasis on creating methodologies to ensure usability in VE development. While the demand for VE-specific usability engineering methods and criteria is dire as the amount of money invested by military, government, commercial, and industrial organizations continues to grow, widely accepted methodologies for assessing VE usability are, at this point in time, minimal. There has been a recent increase in research discussing the need of VE-specific usability engineering methodologies, but few research projects have concentrated their efforts on providing such methodologies. Therefore, application developers attempting to apply a user-centered design approach in constructing VEs must often perform largely ad-hoc assessments or in-house evaluations using existing non-VE-specific usability engineering methodologies. The primary focus of this research was to develop a method to guide usability engineering of VEs. The strategy used to develop this usability evaluation method was to modify existing usability evaluation methodologies to support VE development by leveraging the results of previous VE usability research performed at Virginia Tech and elsewhere. The result was a VE-specific usability evaluation methodology that encompasses two existing usability assessment techniques: usability inspections and formative evaluations. We applied this methodology to Crumbs, an immersive visualization VE developed at the National Center for Supercomputing Applications (NCSA). A multi-dimensional framework of VE usability characteristics was a topic of research at Virginia Tech. This framework provided the backbone for VE-specific modifications to the existing usability evaluation techniques proposed in this research. Framework design guidelines permitted usability specialists to perform guidelines-based usability inspections of Crumbs. Results gathered from the guidelines-based usability inspections were used not only to redesign the Crumbs user interface but also drive creation of a formative evaluation plan. Application of the methodology not only uncovered usability issues with Crumbs, but also provided invaluable information regarding the effectiveness of the methodology itself. We conclude this thesis by describing a usability evaluation methodology, called the Modified Concept Book Usability Evaluation Methodology, proposed to improve the usability evaluation methodology performed on Crumbs and other VEs. Our methodology was adapted from an established methodology for performing content analysis on a large volume of qualitative data. Because the realm of VEs is so vast and diverse in application domains and devices, we do not claim that our methodology supports an exhaustive usability evaluation of all VEs. However, the proposed technique is a first attempt at modifying existing usability evaluation methods, and therefore can be used as a launching pad for methodologies to evaluate other aspects of specific VE applications. Master of Science

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Greve, Curt Michael. "Reading Beyond The Folder: Classroom Portfolio Assessment As A Literacy Event." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467129338.

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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment the skills levels of these educators the nature of support and training these educators received to enhance their assessment practices the different assessment methods employed by the adult educators to assess learners and the educational validity and efficacy of these practices.

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Spelling, Helen. "Digital Loggbok/Portfolio : Ett sätt att nå elever som är ute på APL." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32986.

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Joandi, Leena. "Digital portfolio i bildämnet : Synliggörande och delaktighet i lärandeprocessen." Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68038.

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I studien undersöks användningen av digital portfolio i bildämnet och hur den digitala portfolion ingår i att synliggöra lärandeprocessen, samt hur den kan skapa en pågående dialog mellan elev och lärare. Vidare undersöks den digitala portfolions roll i elevers delaktighet i bedömningsprocessen. Metoden är kvalitativ och stödjer sig på halvstrukturerade intervjuer med pedogog och elever från högstadiet som använder sig av digital portfolio i bildämnet. Resultatet visar att både pedagog och elever ser möjligheterna med den digitala portfolion vad det gäller synliggörande av elevernas lärprocess i bild. Ett multimodalt arbetssätt är en framgångsfaktor som bidrar både till synligheteten av lärprocess och bedömningsprocess, samt främjar alternativa kommunikationsformer. Hinder i att uppnå en synlighet och delaktighet i lärandeprocessen och bedömningsprocessen kan dels bero på att den digitala portfolion kan betraktas av eleverna som för abstrakt och därmed också negligeras, eller att eleverna inte ser eller har förstått värdet i att dokumentera. Ytterligare en faktor som är nödvändig för att eleverna ska känna sig delaktiga i, bland annat bedömningsprocessen, är att pedagogens feedback måste vara kontinuerlig och effektiv. Ur ett socialkulturellt perspektiv, med fokus på design för lärande, visar sig den digitala portfolion ha stor potential för synlighet och delaktighet i både lär- och bedömningsprocessen. The study examines the usage of digital portfolio in the art subject and how the digital portfolio is a part of making the learning process visible. It also investigates how it facilitates an ongoing dialogue between student and teacher. In addition, the study aims to investigate the digital portfolio’s roll in making students involved in the assessment proceqss. The method used in the study is qualitative and relies on half structured interviews with a teacher and students from a Swedish högstadie (8th and 9th grade) who use digital portfolio in the art subject. The result indicate that both the teacher and students alike see the possibilities with the digital portfolio concerning visibility of the students’ learning process in the art subject. A factor for success is a multimodal working practice which contributes both to the visibility of the learning process and assessment process, while also encouraging alternative communication channels. Obstacles in accomplishing visibility in the learning and assessment process can be attributed to the students’ perceiving the digital portfolio as too abstract, consequently neglecting it, or that the students do not see the value in documenting. Yet another factor necessary for students to feel involved, especially in the assessment process, is that the teacher’s feedback needs to be continuous and effective. From a sociocultural perspective, with a focus on design for learning, the digital portfolio has proved to have great potential for visibility and participation in both the learning and assessment process.

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Höög, Sandra. "Nu kan jag mycket mera : En liten studie i hur delar av Europeisk språkportfolio kan fungera som stöd för formativ bedömning i ämnet engelska, år 4." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31513.

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The aim of the study is to show how a selected part of the European Language Portfolio, ELP, can support the assessment process for teachers. All the checklists at level A1 and My Language Goals from the Language Biography, a part of the ELP, are implemented and communicated in teaching in a 4th grade class of students. Two teachers are interviewed and both of their classes are compared in the study. One group worked for two weeks with the selected part of the Language Portfolio and the second group followed the regular curriculum for the same period of time. The teachers are interviewed before and after the ELP through support of mind maps. Results show that by using checklists at level A1 and My Language Goals students become aware of their own learning process. The goals presented in the selected part of the ELP may provide opportunities for the teachers to discuss the learning process with the students in the classroom and the students therefore become involved in the learning process. When the Syllabus was clarified for the students it increased their participation and awareness among them. According to the teachers, these are factors that support teachers in the assessment process. Syftet med undersökningen är att visa hur en utvald del av den Europeiska språkportfolion, ESP, kan utgöra ett stöd i bedömningsprocessen för lärare. Samtliga checklistor på nivå A1 och Mina språkmål, från den Europeiska språkportfolions Språkbiografidel, implementeras och kommuniceras i undervisningen i en elevgrupp med elever i år 4. Informanterna i undersökningen är två lärare i engelska. Deras elevgrupper jämförs efter att den ena gruppen arbetat under två veckor med den utvalda delen av Språkportfolion och den andra efter ordinarie undervisningsplan. Lärarna intervjuas med stöd av föreställningskartor både före och efter projektarbetet. Resultaten visar att genom att använda checklistorna på nivå A1 och Mina Språkmål kan elevernas medvetenhet kring inlärning öka. Kunskapsmålen från checklistorna ger möjligheter till samtal om elevers kunskapsutveckling i den vardagliga verksamheten och eleverna blir på så sätt delaktiga i inlärningsprocessen. Konkretisering av kunskapskraven samt ökad delaktighet och medvetenhet hos eleverna är enligt lärarna faktorer som kan bidra till att underlätta arbetet med bedömningsprocessen.

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Palazzo, Camila. "Autoavaliação de um curso de Medicina: o papel da devolutiva docente na adesão discente à avaliação on-line dos módulos curriculares nos 1º, 2º e 3º anos." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9508.

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Made available in DSpace on 2016-04-27T13:10:27Z (GMT). No. of bitstreams: 1 Camilla Palazzo.pdf: 5432945 bytes, checksum: 3fd8e5ec3af94d6816f18243c6a2d33e (MD5) Previous issue date: 2015-09-18 The evaluation of higher education courses has been a widespread practice in many universities. This practice is important to inform managers of the course and teaching core improve on the quality of education that is being produced, the progress of students practices and the difficulties that may arise during development of the course. In the Medical School, Faculty of Medical and Health Sciences of the Catholic University of São Paulo, the student evaluation in the course is performed by student participation in the Series / Teaching Committee (current Collegiate Course) and through an on-instrument line, completed in the virtual learning environment (Moodle) at the end of each module. The evaluation of higher education courses has been a widespread practice in many universities. This practice is important to inform managers of the course and the structural core teaching on the quality of education that is being produced, the progress of students practices and the difficulties that may arise during development of the course. In the course of Medicine, Faculty of Medical and Health Sciences of the Catholic University of São Paulo, the student course evaluation is done through student representation in Series / Curriculum Committee (current Collegiate Course) and through an on-instrument line, completed in the virtual learning environment (Moodle) at the end of each module. This instrument, Module Evaluation Questionnaire, has been underutilized over time and inquired about their lack of effectiveness could be related to the lack of formal fed back by the coordinators of the series or course. In this paper, we analyze the number of responses to the instrument, since its implementation in the virtual platform for integration of educational activities in 2010 and the number of responses in 2015, when a formal feedback session was introduced, online, provided by course coordination. Compared to historical averages of responses to the instrument and was carried out a qualitative analysis of these responses and open questions, with speech analysis, for categories of words. Concurrently, in 2015, a prospective analysis of accession was possible, since the introduction of online fed back to the students. We observed that this practice was not able to show greater involvement student to answer the online tool. The question is whether this is due to the short time offered or could be related to the lack of an evaluation culture. It should be noted that, over time, we observed no major changes in the assessment of closed questions, the vast majority maintaining positive concepts, however it was observed that there was a change of direction in the discourse on the open answers A avaliação dos cursos de nível superior tem sido uma prática difundida em várias universidades. Esta prática é importante para informar aos gestores do curso e ao núcleo docente estruturante sobre a qualidade do ensino que vem sendo produzido, do andamento das práticas discentes e das intercorrências que possam advir durante o andamento do curso. No Curso de Medicina da Faculdade de Ciências Médicas e da Saúde da Pontifícia Universidade Católica de São Paulo, a avaliação discente do curso é realizada através da representação discente na Comissão de Série/Didática (atual Colegiado de Curso) e através de um instrumento on-line, preenchido no ambiente virtual de aprendizagem (Moodle) ao final de cada módulo. A avaliação dos cursos de nível superior tem sido uma prática difundida em várias universidades. Esta prática é importante para informar aos gestores do curso e ao núcleo docente estruturante sobre a qualidade do ensino que vem sendo produzido, do andamento das práticas discentes e das intercorrências que possam advir durante o andamento do curso. No Curso de Medicina da Faculdade de Ciências Médicas e da Saúde da Pontifícia Universidade Católica de São Paulo, a avaliação discente do curso é realizada através da representação discente na Comissão de Série/Didática (atual Colegiado de Curso) e através de um instrumento on-line, preenchido no ambiente virtual de aprendizagem (Moodle) ao final de cada módulo. Este instrumento, Questionário de Avaliação do Módulo, vem sendo subutilizado ao longo do tempo e questionamos se sua falta de efetividade poderia estar relacionada à falta de devolutivas formais por parte dos coordenadores de série/curso. Neste trabalho, realizamos uma análise do numero de respostas ao instrumento, desde a sua implantação na plataforma virtual de inserção das atividades pedagógicas em 2010 e, do número de respostas em 2015, quando foi introduzida uma devolutiva formal, on-line, fornecidas pela coordenação de curso. Foram comparadas as médias históricas de respostas ao instrumento e foi realizada uma análise qualitativa destas respostas às questões abertas, com análise do discurso, por categorias de palavras. Concomitantemente, no ano 2015, foi possível uma análise prospectiva da adesão, a partir da introdução de devolutivas on-line para os alunos. Observamos que esta prática não foi capaz de suscitar uma maior adesão discente à resposta do instrumento on-line. Resta saber se isto se deve ao pouco tempo de devolutiva oferecido ou se poderia estar relacionado à falta de uma cultura avaliativa. Cabe ressaltar que, ao longo do tempo, não observamos grandes mudanças na avaliação das questões fechadas, a grande maioria mantendo conceitos positivos, entretanto foi observado que houve mudança de foco no discurso nas respostas abertas

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Hartell, Eva. "Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education." Doctoral thesis, KTH, Teknikdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-160092.

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This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment. The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios. The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews. Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology. Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased. QC 20150216

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Lima, Rommel Wladimir de. "Mapa de Conte?dos e Mapa de Depend?ncias:Ferramentas Pedag?gicas para uma Metodologia de Planejamento baseada em Objetivos Educacionais e sua Implementa??o em um Ambiente Virtual de Aprendizagem." Universidade Federal do Rio Grande do Norte, 2009. http://repositorio.ufrn.br:8080/jspui/handle/123456789/15144.

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Made available in DSpace on 2014-12-17T14:54:55Z (GMT). No. of bitstreams: 1 RommelWL_TESE.pdf: 2044651 bytes, checksum: e312d872467a37414bea30914a0fdd60 (MD5) Previous issue date: 2009-06-01 Furthered mainly by new technologies, the expansion of distance education has created a demand for tools and methodologies to enhance teaching techniques based on proven pedagogical theories. Such methodologies must also be applied in the so-called Virtual Learning Environments. The aim of this work is to present a planning methodology based on known pedagogical theories which contributes to the incorporation of assessment in the process of teaching and learning. With this in mind, the pertinent literature was reviewed in order to identify the key pedagogical concepts needed to the definition of this methodology and a descriptive approach was used to establish current relations between this conceptual framework and distance education. As a result of this procedure, the Contents Map and the Dependence Map were specified and implemented, two teaching tools that promote the planning of a course by taking into account assessment still in this early stage. Inserted on Moodle, the developed tools were tested in a course of distance learning for practical observation of the involved concepts. It could be verified that the methodology proposed by the above-mentioned tools is in fact helpful in course planning and in strengthening educational assessment, placing the student as central element in the process of teaching and learning Com a expans?o da Educa??o a Dist?ncia, promovida principalmente pelos novos recursos tecnol?gicos, existe atualmente uma procura por ferramentas e metodologias que possibilitem trabalhar o ensino-aprendizagem, de acordo com teorias pedag?gicas consolidadas e que possam ser inseridas nos Ambientes Virtuais de Aprendizagem. O objetivo deste trabalho ? apresentar uma metodologia de planejamento, baseada em teorias pedag?gicas j? comprovadas, e que contribua para a inser??o da avalia??o no processo de ensino-aprendizagem. Para isso foi realizada uma revis?o da literatura para identifica??o dos conceitos pedag?gicos necess?rios ? defini??o da metodologia e utilizado um m?todo descritivo no estabelecimento das rela??es existentes entre esses conceitos e a Educa??o a Dist?ncia. Como resultado desse processo, foram especificados e implementados o Mapa de Conte?dos e o Mapa de Depend?ncias, duas ferramentas pedag?gicas que promovem o planejamento de uma disciplina e possibilitam pensar a avalia??o ainda nessa fase. Implementadas no Moodle, as ferramentas desenvolvidas foram testadas em uma disciplina a dist?ncia para observa??o, na pr?tica, dos conceitos implementados. Com isso, foi poss?vel verificar que a metodologia de planejamento proposta, atrav?s das ferramentas desenvolvidas, auxilia no planejamento da disciplina e no processo de avalia??o do aluno, contribuindo para inser??o da avalia??o no processo de ensino-aprendizagem e colocando o aluno como elemento central desse processo

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Pimentel, Inês Margarida Cunha. "O contributo do portefólio para as aprendizagens dos alunos do 1º ciclo do ensino básico." Master's thesis, Escola Superior de Educação, Instituto Politécnico de Setúbal, 2013. http://hdl.handle.net/10400.26/4483.

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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico A avaliação que orienta o percurso escolar e que apoia e certifica as aquisições dos alunos não deve ser entendida apenas como catalogadora do aluno numa determinada escala, mas também como um meio que tem como objetivo apoiar e sustentar a atividade pedagógica. Assim, este projeto de investigação procura compreender de que forma o portefólio, enquanto instrumento de avaliação formativa que possibilita a autoavaliação e a autorregulação, contribuiu para o processo de aprendizagem de todos os alunos. Este estudo insere-se numa abordagem qualitativa com metodologia próxima da investigação-ação e tem como objetivo apresentar, interpretar e analisar todo o processo de construção, dinamização e utilização do portefólio, em sala de aula, realizado tanto pelos alunos como pelo professor. Nesta perspetiva, dá também a conhecer as ideias e as evoluções dos alunos ao longo desse processo. Neste estudo participaram os 24 alunos da turma de 4º ano de escolaridade do contexto de estágio III, no âmbito do Mestrado em Educação Pré-Escolar e Ensino 1º Ciclo do Ensino Básico, bem como a professora cooperante. A análise dos resultados obtidos permite encarar com otimismo a utilização e o contributo do portefólio para a aprendizagem, pois a tomada de consciência e o controlo dos processos cognitivos por parte de cada aluno parecem contribuir para a melhoria das aprendizagens ao nível da escrita, da capacidade de organização e reflexão, assim como para o desenvolvimento de competências propostas pelo currículo. O estudo mostra que o portefólio evidencia-se como um contexto privilegiado para a atribuição de feedback aos alunos, assim como um instrumento de desenvolvimento profissional para o professor. The assessment that guides the educational background and supports and certifies student achievement should not only be understood as cataloging the student in a particular scale, but also in a way that aims to support and sustain the educational activity. Therefore, this research project seeks to understand how the portfolio as a tool for formative assessment and self-assessment that enables self-regulation contributed to the learning process for all students. This study is part of a qualitative approach to research methodology next-action and aims to present, interpret and analyze the whole process of construction, promotion and use of the portfolio in the classroom carried by the students as the teacher too. Thus, gives also to know the ideas and developments of students through this process. This study involved the 24 students of the 4th grade in the context of stage III, under the Masters in Preschool Education and Teaching 1st Cycle of Basic Education and the cooperating teacher. The analysis of the results allows to face with optimism the use of the portfolio and the contribution to learning, as the awareness and control of cognitive processes by each pupil seems to contribute to the improvement of learning at the level of writing, organizational skills and reflection, as well as skills development proposed by the curriculum. The study shows that the portfolio emerges as a privileged context for the students’ feedback attribution, as well as a tool for professional development for teachers.

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Valero, Marcet Mireia. "Introducció del portafoli de l'estudiant i del portafoli docent a la Facultat de Ciències de la Salut i de la Vida de la Universitat Pompeu Fabra." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7093.

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S'ha introduït el portafoli com a instrument d'autoprenentatge i acreditació en dues modalitats diferents: el portafoli d'aprenentatge de l'estudiant i el portafoli docent del professor. El primer s'ha aplicat per al desenvolupament de quatre competències transversals (comunicació oral davant d'un auditori, comunicació escrita, cerca d'informació-ús de noves tecnologies i treball en equip) en els estudiants de cinquè curs de Biologia de la Universitat Pompeu Fabra durant els cursos 2003-04 i 2004-05. Es presenta la guia elaborada, el procés d'implementació, les actituds i satisfacció dels participants (estudiants i tutors) i un estudi d'objectivitat de la seva avaluació. Els resultats positius obtinguts han propiciat l'extensió de l'exercici des de l'inici de la carrera. Paral·lelament, s'ha invitat al professorat a confeccionar el seu portafoli docent mitjançant l'elaboració i distribució d'una guia del portafoli docent. Portfolio as a learning and accreditation tool has been introduced at the Faculty of Heath & Life Sciences at Pompeu Fabra University in two different applications, student portfolio and teaching portfolio. Student portfolio has been applied to support some generic skills development (oral communication, written communication, information search, high technologies use and team work) at the 5-year Biology course students, during two academic years (2003-04 and 2004-05). We present portfolio's guide, implementation process, satisfaction and attitudes of all participants (students and tutors) and objectivity's investigation of the assessment process. As a result, we have obtained positive outcomes that have supported the decision of extending the portfolio experience from the very beginning of the career. On the other side, faculty was invited to start its own teaching portfolio with the support of a teaching portfolio guide.

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Lu, Chia-Jung, and 盧佳榕. "Virtual Scientific Inquiry Portfolio Assessment and Diagnosis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78792778472022082709.

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碩士 國立交通大學 多媒體工程研究所 98 Training students’ scientific inquiry ability is a major learning objective of science education, so teachers require effective assessments to evaluate students’ performance of scientific inquiry and offer appropriate supplementary instruction. This ability should be assessed by evaluating students’ scientific inquiry processes in real experiments and judging whether the overall operation sequences are reasonable or not. Although many virtual laboratories were proposed to reduce the cost of implementing experiments, this kind of portfolio-based assessment is also difficult to be implemented due to the high cost of monitoring each student’s scientific inquiry process and analyzing their operation sequence. In this thesis, an online scientific inquiry diagnosis scheme was proposed to assist teachers in automatically assessing and diagnosing students’ scientific inquiry abilities, where diagnostic reports were generated by extracting experiment plans and operation patterns, evaluating skills from these patterns, and inferring the integrated diagnostic results using teacher-designed scientific concept maps and science process skill maps. Appropriate supplementary instructions are provided to students by using model tracing. Because students’ backgrounds are different, this study proposed behavior finding by data mining technology. Two experiments were conducted where 30 junior high school students and 30 senior high school students participated in the experiments. The results show that students thought that the diagnostic reports were helpful, and teachers also agreed that the comments in diagnostic reports were reasonable and useful.

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Harvel, Cindy J. "Faculty training in developing an e-Portfolio system for formative and summative assessment." 2008. http://0-proquest.umi.com/pqdweb?did=1597617081&sid=2&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. Title from title screen (site viewed Feb. 17, 2009). PDF text: xii, 140 p. : ill. (some col.) ; 4 Mb. UMI publication number: AAT 3327472. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Palková, Tereza. "Studentské portfolio jako prostředek formativního hodnocení." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354634.

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The diploma thesis has got a theoretical and research character. The theoretical part deals with the school assessment and evaluation methods. Considerable attention is paid to formative assessment, portfolio and work with the assessment. The results of the research are presented in the research section, the research was focused on work with a portfolio in the concept of two different teachers. Part of the research is devoted to presentations of the final portfolio, which will be held at the end of the 5th class. Furthermore, there are interviews with pupils about portfolicontain. KEYWORDS School evaluation Formative assessment Verbal evaluation Self-assessment Portfolio

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Figueira, Isabel Maria da Costa. "Avaliação das aprendizagens : a utilização do portefólio na disciplina de matemática no ensino secundário." Master's thesis, 2016. http://hdl.handle.net/10400.2/5850.

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Segundo Santos (2004) existe ainda um grande fosso entre aquilo que são as orientações curriculares e os indicadores de que se dispõe sobre as práticas dos professores. A avaliação, enquanto parte integrante do currículo, ainda não parece ser uma realidade generalizada em Portugal. Desto modo, é necessário desenvolver a componente formativa da avaliação, salientando a sua função reguladora das práticas educativas. Assim sendo, este trabalho tem a finalidade de compartilhar com todos os professores de matemática e todos os demais interessados pela Educação Matemática, uma investigação-ação, que visa conhecer as potencialidades de uma forma de avaliação.Neste sentido,baseia-se, essencialmente, numa perspetiva formativa e reguladora das aprendizagens em Matemática, bem como na reação dos alunos face à sua implementação. Este estudo foi desenvolvido numa escola secundária de ensino particular e cooperativo com aproximadamente 400 estudantes, envolvendo por um lado o uso do Portefólio numa turma do décimo segundo ano do ensino profissional e, por outro , a utilização do mesmo numa turma do décimo ano como instrumentos de avaliação. Os resultados da sua aplicação foram analisados à luz das seguintes questões de investigação: (1) O que envolve na prática letiva do professor a implementação do portefólio como instrumentos de avaliação? (2) Qual o contributo da implementação de portefólios para o processo de avaliação? (3) Qual a visão do professor que implementa este instrumento de avaliação? (4) Qual a visão dos alunos relativamente à utilização deste instrumento de avaliação? A recolha de dados foi feita a partir dos portefólios construídos pelos alunos, através da observação participante cujos registos foram reunidos no diário de bordo da professora investigadora, através da aplicação de um inquérito por questionário a todos os alunos participantes. A análise e interpretação dos dados obtidos mostram que o portefólio potencializa a regulação das aprendizagens e proporciona o desenvolvimento das competências propostas pelas orientações curriculares de Matemática e Matemática Aplicada às Ciências Sociais. Os alunos entenderam a avaliação formativa concretizada na utilização do portefólio como fazendo parte do rocesso de aprendizagem e, em particular, como um meio de identificar e solucionar as suas dificuldades, e ainda como um suporte na preparação para os Exames Nacionais. According to Santos (2004) there is still a great abysm between what are curricular guidelines and the indicators that we possess about the teachers’ practices. The assessment as an integral curricular component still does not seem to be a widespread reality in Portugal. Thus, it is necessary to develop the formative component of assessment by emphasising its regulatory function of educational practises. Therefore, this work has the purpose of sharing with all the mathematic teachers, as well as, with everyone interested in the Mathematics Education, an action research that aims on getting to know the potential of the diverse forms of assessment used by me, in an essentially formative and regulating perspective of learning in mathematics, and the students’ reactions upon their implementation. It was developed in a secondary school of particular and cooperative teaching, with approximately 400 students, involving the use of a portfolio in a 10th grade class as a teaching instrument. The results of its implementation were analysed in light of the following research questions: (1) What involves in the teacher’s teaching practice the implementation of the portfolio as an assessment tool? (2) Which is the contribution of the of portfolios for the assessment process? (3) What is the teacher’s vision that implements this assessment tool? (4) What is the students’ vision regarding the use of this assessment tool? It regards a qualitative investigation of interpretative nature about my professional practice. The data was gathered from the portfolios built by the students, through participative observation, whose entries were gathered in the diary of the researcher teacher, and simultaneously head-teacher, and the application of an inquiry in form of a questionnaire to all the participant students. The analysis and interpretation of the obtained data show that the portfolio enhances the regulation of learning and provides the development of the competences proposed by the curricular guidelines of Mathematics and Mathematics Applied to Social Sciences. The students understood the formative assessment accomplished through the use of the portfolio as part of the learning process and, in particular, as a mean to identify and solve their difficulties and as an asset in the training for the National Exams.

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Balseiro, Sara Isabel Ferreira. "Avaliação no 1º ciclo: o Portfólio enquanto contexto de aprendizagem." Master's thesis, 2019. http://hdl.handle.net/10400.26/25715.

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No ensino a que atualmente assistimos, deparamo-nos frequentemente com práticas de avaliação nas quais os alunos são expostos, em momentos específicos, a provas e a partir das quais são hierarquizados em função das suas notas. Face a esta prática de avaliação sumativa, surge a necessidade de considerar o desenvolvimento de práticas de avaliação formativa, cujo objetivo central é contribuir para a aprendizagem de todos os alunos. Neste sentido, esta investigação visa entender de que modo a utilização do portefólio de cariz formativo se desenvolveu em sala de aula, com alunos do 1º Ciclo do Ensino Básico, e que contributos trouxe para a aprendizagem dos mesmos. O estudo desenvolveu-se tendo por base uma abordagem qualitativa e de acordo com uma metodologia próxima da investigação-ação. O estudo foi desenvolvido numa sala de aula com alunos do 4º ano de escolaridade e a recolha de dados foi feita através da observação participante, de entrevistas, de inquéritos por questionário e análise documental. Para a análise de dados recorreu-se à análise de conteúdo. Os resultados obtidos através da análise de dados permitem encarar o portefólio e a sua utilização enquanto contexto e instrumento que contribui de forma positiva para a aprendizagem dos alunos, uma vez que a autoavaliação e conhecimento das suas próprias aprendizagens parecem contribuir para evoluções significativas. Evoluções ao nível das competências de escrita, do sentido crítico, da capacidade de reflexão e dos métodos de organização. We often encounter assessment practices in which students are exposed, at specific moments to the tests and from which they are hierarchized according to their grades. In view of this practice of summative assessment, there is a need to consider the development of formative assessment practices, whose central objective is to contribute to the learning of all students. In this sense, this research aims to understand how the use of the portfolio of formative nature developed in the classroom, with students of the first Cycle of Basic Education, and what contributions brought to. The study was developed based on a qualitative approach and according to a methodology close to action research. The study was developed in a classroom with fourth grade students and data collection was done through participant observation, interviews, questionnaire surveys and documentary analysis. For the analysis of data we used content analysis. The results obtained through data analysis allow us to view the portfolio and its use as a context and instrument that contributes in a positive way to students' learning, since self-evaluation and knowledge of their own learning seem to contribute to significant evolutions. Evolutions in terms of writing skills, critical thinking, thinking skills and methods of organization.

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Coelho, Márcia Filipa Brito. "A avaliação ao serviço da aprendizagem na disciplina de matemática : um estudo realizado no 8º ano de escolaridade." Master's thesis, 2018. http://hdl.handle.net/10400.2/7436.

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O Sistema Educativo Português é regido, desde 1986, pela Lei de Bases do Sistema Educativo (LBSE). Ao longo dos tempos, foram várias as reformas que sucederam em Portugal, umas relacionadas com a organização e gestão curricular, outras mais centradas na avaliação dos alunos e, também, com a formação de professores (Pacheco, 2001). A avaliação pela sua importância na certificação que a própria estrutura do sistema educativo impõe e, sobretudo, pela função de regulação das aprendizagens, tem sofrido alterações e, presentemente, encontra-se regulamentada no Despacho Normativo n.º 1-F/2016, de 5 de abril, o qual regula o regime de avaliação e certificação das aprendizagens dos alunos do Ensino Básico. A melhoria da qualidade das aprendizagens e do ensino dependem da avaliação, desde que esta implique mudanças positivas nas práticas pedagógicas. A presente investigação, configurada como um estudo de investigação sobre a própria prática (Ponte, 2002) desenvolveu-se no ano letivo de 2016/2017, numa escola secundária do distrito de Viseu e teve como participantes a professora e os alunos de uma turma do oitavo ano de escolaridade, na disciplina de Matemática. O objetivo primordial desta investigação, de natureza qualitativa, consistiu na implementação de um design de avaliação assente numa perspetiva formativa, onde foram aplicados o portefólio e testes formativos com recurso aos formulários do Google Docs como instrumentos de avaliação ao serviço da aprendizagem, visando melhorar as aprendizagens dos alunos. A recolha de dados foi feita através da análise de documentos (produções escritas dos alunos, atas e relatórios), de registos em diário de bordo e grelhas de observação, bem como da análise de questionários aplicados aos alunos e entrevista de grupo. Da análise e interpretação dos dados recolhidos, foi possível constatar a potencialidade do portefólio e dos formulários do Google Docs na regulação das aprendizagens, assim como o contributo do portefólio para esta mesma regulação e desenvolvimento de competências por parte dos alunos. Os alunos reconheceram a existência de outros meios e instrumentos que avaliam de modo holístico e, por isso, de forma mais justa as suas aprendizagens, para além de que se sentiram parte integrante do processo de avaliação. The Portuguese Educational System is ruled, since 1986, by the Education System Basic Law (LBSE). Over the years, many were the reforms that took place in Portugal, ones related with the curriculum management and organization, others more focused in pupil assessment and also with the training of teachers (Pacheco, 2001). The assessment for its importance in the certification that the very structure of the educational system enforces and, above all, for the function of learning regulation, has undergone many changes and, nowadays, is regulated in the Legislative Order nº 1-F/2016, of 5th April, which regulates the assessment regime and student learning certification of the Basic Education. The improving of the learning and education quality depends on the evaluation, as long as it involves positive changes in the educational practices. The present investigation, set up as a research study about its own pedagogic practice (Ponte, 2002) was developed in the 2016/2017 school year, in a secondary school in the district of Viseu and it had as participants a teacher and pupils in year 8, in Mathematics. The main goal of this research, of qualitative nature, consisted in the implementation of an assessment design based on an educational perspective, where were implemented the portfolio and formative tests using Google Docs forms as evaluation tools to be used in learning, aiming to improve students’ learning. Gathering data was done through the documents analysis (students written assignments, meeting minutes and reports), logbooks records and observation grids, as well as questionnaires analysis applied to students and group interview. From the analysis and interpretation of the data collected, was possible to determine the portfolios and Google Docs forms potentiality in the regulation of learning, as well as the portfolios contribution for this adjustment and developing of students’ skills. The pupils concluded that there are other resources and tools that assess holistically, and, for this reason, in a fairer way their learning, apart from feeling an integral part of the assessment procedure.

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