Assessment for learning : a sociocultural approach

Assessment for Learning (AfL) is a title given to classroom evaluative practices that share the purpose of diagnosing and informing teachers and students about learning progress, during the learning process. These practices also have the potential to develop learner autonomy by increasing student motivation and mastery through developing the learner's capacity to monitor and plan his or her own learning progress. Yet teacher adoption of the practices is not a straightforward implementation of techniques within an existing classroom repertoire. Recent research highlights a more complex interrelationship between teacher and student beliefs, identities, and traditions of power within assessment and learning in classroom contexts. These often hidden relationships can add layers of complexity for teachers implementing assessment change, and may act as barriers that frustrate efforts to realise the AfL goal of learner autonomy. By interpreting AfL practices from a sociocultural perspective, the social and cultural contexts that influence classroom assessment can be better understood. In turn teachers can thus be better supported in adopting AfL practices within the complexities of the social, cultural and policy contexts of schooling.

Assessment for learning - Why the theory needs the practice

Assessment for Learning is a pedagogical practice with anticipated gains of increased student motivation, mastery and autonomy as learners develop their capacity to monitor and plan their own learning progress. Assessment for Learning (AfL) differs from Assessment of learning in its timing, occurring within the regular flow of learning rather than end point, in its purpose of improving student learning rather than summative grading and in the ownership of the learning where the student voice is heard in judging quality. Since Black and Wiliam (1998) highlighted the achievement gains that AfL practices seem to bring to all learners in classrooms, it has become part of current educational policy discourse in Australia, yet teacher adoption of the practices is not a straightforward implementation of techniques within an existing classroom repertoire. As can be seen from the following meta-analysis, recent research highlights a more complex interrelationship between teacher and student beliefs about learning and assessment, and the social and cultural interactions in and contexts of the classroom. More research is needed from a sociocultural perspective that allows meaning to emerge from practice. Before another policy push, we need to understand better the many factors within the assessment relationship. We need to hear from teachers and students through long-term AfL case studies both to inform AfL theory and to shed light on the complexities of pedagogical change for enhancing learner autonomy.

Escola voluntária : partilha transdisciplinar e intercultural no Projeto Fronteiras Urbanas

Relatório Final de Estágio, Mestrado em Ciências da Educação (Área de Especialização Educação Intercultural), Universidade de Lisboa, Instituto de Educação, 2014

Perceção dos alunos e professores de Educação Física, relativamente ao clima motivacional

Os professores durante as aulas, através das suas formas de interação e de comunicação, promovem climas motivacionais que poderão envolver mais uma orientação para a tarefa, onde existe uma preocupação com a aprendizagem, com o progresso e a cooperação com os colegas ou um clima motivacional orientado para o ego, onde os alunos tentam comparar os resultados alcançados, o reconhecimento desigual e superar os pares. Os professores têm um entendimento do clima motivacional proporcionado durante aulas e os alunos têm uma perceção dos climas motivacionais empreendidos pelos professores. O objetivo geral deste estudo foi verificar se a perceção do clima motivacional que os professores têm das suas aulas, será análoga à dos alunos. A amostra foi organizada pelas quatro escolas do ensino básico do 2º e 3º ciclo, com 18 professores e 865 alunos pertencentes ao concelho de Silves. Os resultados apontam que os professores e os alunos têm a mesma orientação para a perceção do clima motivacional. Os professores na perceção para a tarefa apresentam valores superiores à dos alunos e na perceção para o ego os alunos têm valores superiores à dos professores. Existem diferenças significativas nas variáveis escola, ano de escolaridade e género.

Práticas pedagógicas de professoras em classes multisseriadas: uma contribuição para a atuação docente no ciclos de alfabetização

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A progressão continuada no sistema de ciclos: a atuação e a formação do professor

Pós-graduação em Educação - FFC

Untersuchung der Auswirkungen verschiedener Variationsbereiche des differenziellen Lernens und Lehrens im weiten Sinn auf ausgewählte technische Grundfertigkeiten im Hallenhockey

Die Frage wie großmotorische Bewegungen gelernt werden beschäftigt nicht nur Sportler, Trainer und Sportlehrer sondern auch Ärzte und Physiotherapeuten. Die sportwissenschaftlichen Teildisziplinen Bewegungs- und Trainingswissenschaft versuchen diese Frage sowohl im Sinne der Grundlagenforschung (Wie funktioniert Bewegungslernen?) als auch hinsichtlich der praktischen Konsequenzen (Wie lehrt man Bewegungen?) zu beantworten. Innerhalb dieser Themenfelder existieren Modelle, die Bewegungslernen als gezielte und extern unterstützte Ausbildung zentralnervöser Bewegungsprogramme verstehen und solche, die Lernen als Selbstorganisationsprozess interpretieren. Letzteren ist das Differenzielle Lernen und Lehren (Schöllhorn, 1999) zuzuordnen, das die Notwendigkeit betont, Bewegungen durch die Steigerung der Variationen während der Aneignungsphase zu lernen und zu lehren. Durch eine Vielzahl an Variationen, so die Modellannahme, findet der Lernende ohne externe Vorgaben selbstorganisiert ein individuelles situatives Optimum. Die vorliegende Arbeit untersucht, welchen Einfluss Variationen verschiedener Art und Größe auf die Lern- und Aneignungsleistung großmotorischer Bewegungen haben und in wie fern personenübergreifende Optima existieren. In zwei Experimenten wird der Einfluss von räumlichen (Bewegungsausführung, Bewegungsergebnis) und zeitlichen Variationen (zeitliche Verteilung der Trainingsreize) auf die Aneignungs- und Lernleistung großmotorischer sportlicher Bewegungen am Beispiel zweier technischer Grundfertigkeiten des Hallenhockeys untersucht. Die Ergebnisse der Experimente stützen die bisherige Befundlage zum Differenziellen Lernen und Lehren, wonach eine Zunahme an Variation in der Aneignungsphase zu größeren Aneignungs- und Lernleistungen führt. Zusätzlich wird die Annahme bestätigt, dass ein Zusammenhang von Variationsbereich und Lernrate in Form eines Optimaltrends vorliegt. Neu sind die Hinweise auf die Dynamik von motorischen Lernprozessen (Experiment 1). Hier scheinen individuelle Faktoren (z. B. die Lernbiografie) als auch die Phase im Lernprozess (Aneignung, Lernen) Einfluss zu haben auf den Umfang und die Struktur eines für die optimale Adaptation notwendigen Variationsbereichs. Darüber hinaus weisen die Befunde auf verschiedene Aneignungs- und Lerneffekte aufgrund alleiniger Variation der zeitlichen Verteilung bei ansonsten gleichen Trainingsreizen hin (Experiment 2). Für zukünftige Forschungsarbeiten zum Erlernen großmotorischer Bewegungen und für die sportliche Praxis dürfte es daher erkenntnisreich sein, die Historie der intrinsischen Dynamik der lernenden Systeme stärker zu berücksichtigen. Neben Fragestellungen für die Grundlagenforschung zum (Bewegungs-)Lernen ließen sich hieraus unmittelbar praxisrelevante Erkenntnisse darüber ableiten, wie Bewegungslernprozesse mittels verschiedener Variationsbereiche strukturiert und gesteuert werden könnten.

Erfahrbares Programmieren durch den zielgerichten Einsatz von Flugdrohnen im Informatikunterricht

Informatik- und insbesondere Programmierunterricht sind heute ein wichtiger Bestandteil der schulischen Ausbildung. Vereinfachte Entwicklungsumgebungen, die auf die Abstraktion typischer Programmierkonzepte in Form von grafischen Bausteinen setzen, unterstützen diesen Trend. Zusätzliche Attraktivität wird durch die Verwendung exotischer Laufzeitumgebungen (z. B. Roboter) geschaffen. Die in diesem Paper vorgestellte Plattform “ScratchDrone” führt ergänzend zu diesen Angeboten eine moderne Flugdrohne als innovative Laufzeitumgebung für Scratch-Programme ein. Die Programmierung kann dabei dank modularer Systemarchitektur auf verschiedenen Abstraktionsebenen erfolgen, abhängig vom Lernfortschritt der Schüler. Kombiniert mit einem mehrstufigen didaktischen Modell, der Herausforderung der Bewegung im 3D-Raum sowie der natürlichen menschlichen Faszination für das Fliegen wird so eine hohe Lernmotivation bei jungen Programmieranfängern erreicht.

J-Quizmaker

Lehrvideos erfreuen sich dank aktueller Entwicklungen im Bereich der Online-Lehre (Videoplattformen, MOOCs) auf der einen Seite und einer riesigen Auswahl sowie einer einfachen Produktion und Distribution auf der anderen Seite großer Beliebtheit bei der Wissensvermittlung. Trotzdem bringen Videos einen entscheidenden Nachteil mit sich, welcher in der Natur des Datenformats liegt. So sind die Suche nach konkreten Sachverhalten in einem Video sowie die semantische Aufbereitung zur automatisierten Verknüpfung mit weiteren spezifischen Inhalten mit hohem Aufwand verbunden. Daher werden die lernerfolg-orientierte Selektion von Lehrsegmenten und ihr Arrangement zur auf Lernprozesse abgestimmten Steuerung gehemmt. Beim Betrachten des Videos werden unter Umständen bereits bekannte Sachverhalte wiederholt bzw. können nur durch aufwendiges manuelles Spulen übersprungen werden. Selbiges Problem besteht auch bei der gezielten Wiederholung von Videoabschnitten. Als Lösung dieses Problems wird eine Webapplikation vorgestellt, welche die semantische Aufbereitung von Videos hin zu adaptiven Lehrinhalten ermöglicht: mittels Integration von Selbsttestaufgaben mit definierten Folgeaktionen können auf Basis des aktuellen Nutzerwissens Videoabschnitte automatisiert übersprungen oder wiederholt und externe Inhalte verlinkt werden. Der präsentierte Ansatz basiert somit auf einer Erweiterung der behavioristischen Lerntheorie der Verzweigten Lehrprogramme nach Crowder, die auf den Lernverlauf angepasste Sequenzen von Lerneinheiten beinhaltet. Gleichzeitig werden mittels regelmäßig eingeschobener Selbsttestaufgaben Motivation sowie Aufmerksamkeit des Lernenden nach Regeln der Programmierten Unterweisung nach Skinner und Verstärkungstheorie gefördert. Durch explizite Auszeichnung zusammengehöriger Abschnitte in Videos können zusätzlich die enthaltenden Informationen maschinenlesbar gestaltet werden, sodass weitere Möglichkeiten zum Auffinden und Verknüpfen von Lerninhalten geschaffen werden.

Formação e supervisão das práticas clínicas : uma abordagem ecológica

Nos últimos anos, um conjunto de mudanças de natureza tecnológica institucional, legal e cultural alteraram as funções, a responsabilidade social e a estrutura das organizações de saúde. Estas transformações estão na base do debate actual sobre supervisão clínica em enfermagem enquanto estratégia de promoção da satisfação profissional, segurança e qualidade dos cuidados. A emergência da supervisão clínica em enfermagem permitiu interrogar e dar visibilidade a novas modalidades de formação no contexto de trabalho. A supervisão clínica é um processo multidimensional que inclui encontros regulares entre supervisores e supervisados, com o objectivo de analisar experiências de trabalho e de formação. Dedica-se especial atenção às dimensões emocionais, qualidade de cuidados, relação terapêutica e desenvolvimento pessoal e profissional. A presente pesquisa assume a forma de um estudo de caso realizado num hospital psiquiátrico (Hospital Magalhães Lemos). O objectivo principal do estudo consistiu em compreender o processo amplo e complexo de aprendizagens desenvolvidas em contexto clínico e a forma como estas condicionam as estratégias supervisivas. Recorrendo ao modelo bioecológico de Bronfenbrenner, o estudo interroga de forma sistemática a origem e as relações entre formação e supervisão. Os participantes do estudo foram 18 enfermeiros do referido hospital. Contamos, igualmente, com a colaboração de três peritos com profundo conhecimento da cultura e realidade hospitalar. A informação foi colhida com base em questionários e entrevistas semiestruturadas. O questionário (Clinical Supervision Nursing Inventory – CSNI - V1) inclui três partes. A parte I e II foram relevantes para caracterizar os participantes e o contexto clínico. A parte III do instrumento inclui um inventário com 24 itens. O Alfa de Cronbach calculado pelo autor foi de 0,93 para os 24 itens da escala, indicando excelentes resultados psicométricos. A entrevista semi-estruturada foi usada para a recolha de dados junto dos três peritos. Os enfermeiros possuem uma atitude positiva perante a supervisão clínica. O desenvolvimento pessoal e profissional dos enfermeiros estava relacionado com as oportunidades de formação emergentes no contexto das práticas. Embora a expressão “supervisão clínica” seja por vezes utilizada de forma incorrecta nas organizações, concluímos que existiam no hospital boas práticas a nível da supervisão dos cuidados, relacionando desenvolvimento pessoal, qualidade de cuidados e competências profissionais. Tentámos problematizar as experiências supervisivas partindo de teorias sócio-culturais e bio-ecológicas. Os participantes do estudo referiram que há necessidade de formalizar o sistema de supervisão clínica em enfermagem, evitando relacionálo com o sistema de supervisão de gestão. São apresentados e discutidos diversos subsídios para o desenvolvimento do sistema de supervisão clínica em enfermagem, no hospital.

Assessing and learning in internships: Reflecting on pedagogy and progress

An elective internship unit as part of a work integrated learning program in a business faculty is presented as a case study. In the unit, students complete a minimum of 120 hours work placement over the course of a 13 week semester. The students are majoring in advertising, marketing, or public relations and are placed in corporations, government agencies, and not for profit organisations. To support and scaffold the students’ learning in the work environment, a range of classroom and online learning activities are part of the unit. Classroom activities include an introductory workshop to prepare students for placement, an industry panel, and interview workshop. These are delivered as three workshops across the semester. Prior to commencing their placement, students complete a suite of online learning modules. The Work Placement Preparation Program assists students in securing obtaining a placement and make a successful transition to the work environment. It provides an opportunity for students to source possible work placement sites, prepare competitive applications, develop and rehearse interview skills, deal with workplace issues, and use a student ePortfolio to reflect on their skills and achievements. Students contribute to a reflective blog throughout their placement, with feedback from academic supervisors throughout the placement. The completion of the online learning modules and contribution to a reflective blog are assessed as part of the unit. Other assessment tools include a internship plan and learning contract between the student, industry supervisor, and academic supervisor; job application including responses to selection criteria; and presentation to peers, academics and industry representatives at a poster session. The paper discusses the development of the internship unit over three years, particularly learning activities and assessment. The reflection and refinement of the unit is informed by a pedagogical framework, and the development of processes to best manage placement for all stakeholders. A model of best practice is proposed, that can be adapted to a variety of discipline areas.

Learning outcomes tracking system (L.O.T.S):seeing student progress as term progresses

At QUB we have constructed a system that allows students to self-assess their capability on the fine grained learning outcomes for a module and to update their record as the term progresses. In the system each of the learning outcomes are linked to the relevant teaching session (lectures and labs) and to [online] resources that students can access at any time. Students can structure their own learning experience to their needs to attain the learning outcomes. The system keeps a history of the student’s record, allowing the lecturer to observe how the students’ abilities progress over the term and to compare it to assessment results. The system also keeps of any of the resource links that student has clicked on.

Work in progress - learning through role play games

It is commonly accepted that the educational environment has been undergoing considerable change due to the use of the Information and Communication tools. But learning depends upon actions such as experimenting, visualizing and demonstrating through which the learner succeeds in constructing his own knowledge. Although it is not easy to achieve these actions through current ICT supported learning approaches, Role Playing Games (RPG) may well develop such capacities. The creation of an interactive computer game with RPG characteristics, about the 500th anniversary of the city of Funchal, the capital of Madeira Island, is invested with compelling educational/pedagogical implications, aiming clearly at teaching history and social relations through playing. Players interpret different characters in different settings/scenarios, experiencing adventures, meeting challenges and trying to reach multiple and simultaneous goals in the areas of education, entertainment and social integration along the first 150 years of the history of Funchal. Through this process they will live and understand all the social and historical factors of that epoch.