Para uma teoria da avaliação formativa

Domingos Fernandes

Universidade de Lisboa, Portugal

 

Resumo

A principal finalidade deste artigo é a de contribuir para a construção de uma teoria da avaliação formativa que, no essencial, possa orientar, fundamentar e melhorar as práticas de avaliação nas salas de aula. Para além de se apresentar, discutir e definir o conceito de avaliação formativa alternativa, propõe-se o desenvolvimento de investigação que permita compreender: a) os processos de desenvolvimento do currículo nas salas de aula e a sua relação com os processos de avaliação; b) os papéis de alunos e professores nos processos de ensino, aprendizagem e avaliação; e c) os contextos, dinâmicas e ambientes de ensino, aprendizagem e avaliação nas salas de aula. Propõe-se ainda que se descrevam, analisem e interpretem as realidades da avaliação formativa nas salas de aula de forma a desenvolver a investigação empírica e a construção teórica nesta área. Neste sentido, são dados exemplos de questões de investigação que se consideram prioritárias.

Palavras-chave

Teoria da avaliação; Avaliação formativa; Avaliação e aprendizagens

 

Towards a theory of formative assessment

Abstract

The main goal of this paper is to contribute for the construction of a theory of formative assessment upon which classroom assessment practices could be based and improved. Beyond presenting, discussing, and defining the concept of alternative formative assessment, this paper proposes the development of research wich enables one to understand: a) classroom curriculum development processes and its relationship with assessment processes; b) pupils’ and teachers’ roles in the teaching, learning, and assessing processes; and c) classroom teaching, learning, and assessment environments as well as its contexts and pedagogical dynamics. Also, in order to develop empirical research and the theoretical construction in the area of formative assessment it is proposed that classroom assessment realities should be both described, analysed, and interpreted. As a consequence, examples are given of research questions which are seen as having priority to meet the above mentioned aims.

Keywords

Assessment theory; Formative assessment; Assessment and learning

 

Pour une théorie de l'evaluation formative

Résumé

Cet article vise contribuer à la construction d’une théorie de l’évaluation formative qui, dans l’essentiel, puisse orienter, établir et améliorer les pratiques d’évaluation en classe. Outre présenter, discuter et définir le concept d’évaluation formative alternative, on propose le développement de la recherche permettant comprendre a) l’évolution des cursus en classe et son rapport avec les procédés d’évaluation; b) le rôle des élèves et des enseignants dans les processus d’enseignement, d’apprentissage et d’évaluation; et c) les contextes, les dynamiques et les ambiances d’enseignement, d’apprentissage et d’évaluation en classe. Ou propose, aussi, que les réalités de l’évaluation formative en classe soient décrites, analysées et interprétées de façon à développer la recherche empirique et la construction théorique dans ce domaine. Dans ce but, on donne des exemples de sujets de recherche considérés prioritaires.

Mots-clé

Théorie de l’évaluation; Évaluation formative; Évaluation et apprentissage

 

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

 

Referências

ABRANTES, Paulo (2002). Introdução. A avaliação das aprendizagens no ensino básico. In P. Abrantes & F. Araújo (Orgs.), Avaliação das Aprendizagens: das Concepções às Práticas. Lisboa: Departamento da Educação Básica do Ministério da Educação, pp. 9-15.        [ Links ]

ABRECHT, Roland (1991). L’évaluation Formative: une Analyse Critique. Bruxelles: De Boeck.

ALLAL, Linda (1986). Estratégias de avaliação formativa: Concepções psicopedagógicas e modalidades de aplicação. In L. Allal, J. Cardinet & Ph. Perrenoud (Orgs.), A Avaliação Formativa num Ensino Diferenciado. Coimbra: Almedina, pp. 175-209.

ARCHBALD, Douglas & NEWMANN, Fred (1992). Approaches to assessing academic achievement. In H. Berlak, F. Newmann, E. Adams, D. Archbald, T. Burgess, J. Raven & T. Romberg (Eds.), Toward a New Science of Educational Testing and Assessment. Albany, NY: State University of New York Press, pp. 139-180.

BARREIRA, Carlos (2001). Avaliação das aprendizagens em contexto escolar: estudo das atitudes dos docentes face ao modelo de avaliação do ensino básico. Tese de doutoramento não publicada. Universidade de Coimbra.

BAZZINI, Luciana (1993). The teaching/learning process and assessment practice: Two intertwined sides of mathematics education. In M. Niss (Ed.), Cases of Assessment in Mathematics Education: An ICMI Study. Dordrecht: Kluwer, pp. 99-106.

BERLAK, Harold (1992a). The need for a new science of assessment. In H. Berlak, F. Newmann, E. Adams, D. Archbald, T. Burgess, J. Raven & T. Romberg (Eds.), Toward a New Science of Educational Testing and Assessment. Albany, NY: State University of New York Press, pp. 1-22.

BERLAK, Harold (1992b). Toward the development of a new science of educational testing and assessment. In H. Berlak, F. Newmann, E. Adams, D. Archbald, T. Burgess, J. Raven & T. Romberg (Eds.), Toward a New Science of Educational Testing and Assessment. Albany, NY: State University of New York Press, pp. 181-206.

BIGGS, John (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education: Principles, Policy & Practice, 5, 1, pp. 103-110.

BLACK, Paul & WILIAM, Dylan (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 1, pp. 7-74.

BLACK, Paul & WILIAM, Dylan (1998b). Inside the black box: Raising Standards Through Classroom Assessment. Retirado em 22 de Outubro de 2004 de www.pdkintl.org/kappan/kbla9810.htm.

BLACK, Paul & WILIAM, Dylan (2006a). Assessment for learning in the classroom. In J. Gardner (Ed.), Assessment and Learning. London: Sage, pp. 9-26.

BLACK, Paul & WILIAM, Dylan (2006b). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and Learning. London: Sage, pp. 81-100.

BLACK, Paul & WILIAM, Dylan (2006c). The reliability of assessments. In J. Gardner (Ed.), Assessment and Learning. London: Sage, pp. 81-100.

BLOOM, Benjamim, HASTINGS, John & MADAUS, George (1971). Handbook of Formative and Summative Evaluation of Student Learning. New York: Mac Graw Hill.

BOAVIDA, Joaquim (1996). Concepções e práticas de avaliação das aprendizagens de professoras do 1.º ciclo do ensino básico: Três estudos de caso. Tese de mestrado em ciências da educação (Avaliação em educação) não publicada. Universidade Católica Portuguesa. Faculdade de Ciências Humanas.

BONNIOL, Jean Jacques (1989). Sur les regulations du fonctionnement cognitif de l’élève: Contribution à une theorie de l’évaluation formative. Atelier de recherche sur l’évaluation des résultats scolaires: Motivations et réussite des élèves (Liège, 12-15 Septembre 1989). Strasbourg: Conseil de L’Europe.

CARDINET, Jean (1991). L’apport sociocognitif à la régulation interactive. In J. Weiss (Ed.), L’évaluation: Problème de Communication. Cousset (Fribourg): Delval, pp. 199-213.

CORTESÃO, Luísa (1993). A Avaliação Formativa: Que Desafios?. Porto: ASA.

CORTESÃO, Luísa & TORRES, Arminda (1996). Avaliação Pedagógica. Mudança na Escola, Mudança na Avaliação. Porto: Porto Editora.

DEMO, Pedro (1996). Avaliação sob o Olhar Propedêutico. São Paulo: Papirus.

DWYER, Carol (1998). Assessment and classroom learning: Theory and practice. Assessment in Education: Principles, Policy & Practice, 5, 1, pp. 131-137.

EARL, Lorna (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, CA: Corwin Press.

FERNANDES, Domingos (2005). Avaliação das Aprendizagens: Desafios às Teorias, Práticas e Políticas. Cacém: Texto Editores.

FERNANDES, Domingos; NEVES, Anabela; CAMPOS, Cristina & LALANDA, Joaquim (1996). Das Concepções, Práticas e Organização da Avaliação das Aprendizagens à Formação de Professores. (Relatório do 1.º ano do Projecto PI/12/94 financiado pelo Instituto de Inovação Educacional). Documento policopiado não publicado.

GARDNER, John (Ed.) (2006). Assessment and Learning. London: Sage.

GIFFORD, Bernard & O’ CONNOR, Mary (Eds.) (1992). Changing Assessments: Alternative Views of Aptitude, Achievement and Instruction. Dordrecht: Kluwer.

GIL, Dulcinea (1997). Reflexões de Professores do 2.º Ciclo do Ensino Básico sobre Avaliação das Aprendizagens. Tese de mestrado em ciências da educação (Avaliação em educação) não publicada. Universidade Católica Portuguesa. Faculdade de Ciências Humanas.

GIPPS, Caroline (1994). Beyond Testing: Towards a Theory of Educational Assessment. Londres: Falmer.

GIPPS, Caroline (1999). Socio-cultural aspects of assessment. In A. Iran-Nejad & P. Pearson (Eds.), Review of Research in Education, 24. Washinton, DC: AERA, pp. 355-392.

GIPPS, Caroline & STOBART, Gordon (2003). Alternative assessment. In T. Kellaghan & D. Stufflebeam (Eds.), International Handbook of Educational Evaluation. Dordrecht: Kluwer, pp. 549-576.

GRÉGOIRE, Jacques (Ed.) (1996). Évaluer des Apprentissages: Les Apports de la Psychologie Cognitive. Bruxelles: De Boeck.

GUBA, Egon & LINCOLN, Yvonna (1989). Fourth Generation Evaluation. London: Sage.

GUBA, Egon & LINCOLN, Yvonna (1994). Competing paradigms in qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of Qualitative Research. Londres: Sage, pp. 105-117.

HADJI, Charles (1992). L’évaluation des Actions Éducatives. Paris: PUF.

HARLEN, Wynne (2006). On the relationship between assessment for formative and summative purposes. In J. Gardner (Ed.), Assessment and Learning. London: Sage, pp. 103-118.

HARLEN, Wynne & JAMES, Mary (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy and Practice, 4, 3, pp. 365-379.

HOFFMANN, Jussara (2005). O Jogo do Contrário em Avaliação. Porto Alegre: Editora Mediação.

JAMES, Mary (2006). Assessment, teaching and theories of learning. In J. Gardner (Ed.), Assessment and Learning. London: Sage, pp. 47-60.

JENSEN, Hans (1993). Assessment of primary and lower secondary mathematics in Dennmark. In M. Niss (Ed.), Cases of Assessment in Mathematics Education: An ICMI Study. Dordrecht: Kluwer, pp. 119-128.

JORRO, Anne (2000). L’Enseignant et l’Évaluation: Des Gestes Évaluatifs en Question. Bruxelles: De Boeck.

KLEIJNE, Wim & SCHURING, Henk (1993). Assessment of examinations in the Netherlands. In M. Niss (Ed.), Cases of Assessment in Mathematics Education: An ICMI Study. Dordrecht: Kluwer, pp. 139-154.

KOLLER, Olaf (2005). Formative assessment in classrooms: A review of the empirical German literature. In OECD (Ed.), Formative Assessment: Improving Learning in Secondary Schools. Paris: OECD publishing, pp. 265-275.

LANGE, Jan de (1987). Mathematics, Insight and Meaning. Utrech, Holanda: OweOC.

LANGE, Jan de (1993). Assessment in problem-oriented curricula. In N. Webb & A. Coxford (Eds.), Assessment in the Mathematics Classroom. Reston, VA: NCTM, pp. 197-208.

LEAL, Leonor & ABRANTES, Paulo (1993). Assessment in an innovative curriculum project for mathematics in Grades 7-9 in Portugal. In M. Niss (Ed.), Cases of Assessment in Mathematics Education: An ICMI Study. Dordrecht: Kluwer, pp. 173-182.

LEITE, Carlinda & FERNANDES, Preciosa (2002). A Avaliação da Aprendizagem: Novos Contextos, Novas Práticas. Porto: ASA.

LOONEY, Janet; LANEVE, Cosimo & MOSCATO, Maria Teresa (2005). A system in transition. In OECD (Ed.), Formative Assessment: Improving Learning in Secondary Schools. Paris: OECD publishing, pp. 163-176.

LUCKESI, Cipriano (1995). Avaliação da Aprendizagem Escolar. São Paulo: Cortez.

NUNZIATI, Georgette (1990). Pour construire un dispositif d’évaluation formatrice. Cahiers Pedagogiques, 280, pp. 47-64.

OECD (Ed.) (2005). Formative Assessment: Improving Learning in Secondary Schools. Paris: OECD publishing.

PERRENOUD, Philippe (1988a). Évaluation formative: Cinquième roue du char ou cheval de Troie? Retirado em 16 de Maio de 2004 de www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/.

PERRENOUD, Philippe (1988b). La part d’évaluation formative dans toute évaluation continue. Retirado em 16 de Maio de 2004 de www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/.

PERRENOUD, Philippe (1998a). From formative evaluation to a controlled regulation of learning processes: Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5, 1, pp. 85-102.

PERRENOUD, Philippe (1998b). L’Évaluation des Élèves. De la Fabrication de l’Excellence à la Régulation des Apprentissages. Bruxelles: De Boeck.

PERRENOUD, Philippe (2001). Évaluation formative et évaluation certificative: Postures contradictoires ou complémentaires? Retirado em 16 de Maio de 2004 de www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/.

RICO, Luis (1993). Mathematics assessment in the Spanish education system. In M. Niss (Ed.), Cases of Assessment in Mathematics Education: An ICMI Study. Dordrecht: Kluwer, pp. 9-20.

ROSALES, Carlos (1984). Criterios para una Evaluacion Formativa (Segunda edición). Madrid: Narcea.

ROSALES, Carlos (2000). Evaluar es Reflexionar sobre la Enseñanza (Tercera edición). Madrid: Narcea.

SADLER, D. Royce (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, pp. 119-144.

SADLER, D. Royce (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5, 1, pp. 77-84.

SANTOS GUERRA, Miguel (1995). La Evaluación: Un Proceso de Diálogo, Comprensión y Mejora. Málaga: Aljibe.

SANTOS GUERRA, Miguel (2003). Una Flecha en la Diana: La Evaluación como Aprendizaje. Madrid: Narcea.

SCRIVEN, Michael (1967). The Methodology of Evaluation (AERA Monograph Series on Curriculum Evaluation, No. 1). Chicago IL: Rand McNally.

SCRIVEN, Michael (1994). Evaluation as a discipline. Studies in Educational Evaluation, 20, pp. 147-166.

SCRIVEN, Michael (2000). Evaluation ideologies. In D. Stufflebeam, G. Madaus & T. Kellaghan (Eds.), Evaluation Models: Viewpoints on Educational and Human Services Evaluation (Segunda edição). Boston: Kluwer, pp. 249-278.

SCRIVEN, Michael (2003). Evaluation theory and metatheory. In T. Kellaghan e D. Stufflebeam (Eds.), International Handbook of Educational Evaluation. Boston: Kluwer, pp. 15-30.

SERPA, Margarida (2003). Avaliação da Aprendizagem Escolar: Perspectivas de Professores do Ensino Básico. Tese de doutoramento não publicada. Universidade dos Açores.

SHEPARD, Lorrie (2000). The role of assessment in a learning culture. Educational Researcher, 29, 7, pp. 4-14.

SHEPARD, Lorrie (2001). The role of classroom assessment in teaching and learning. In V. Richardson (Ed.), Handbook of Research on Teaching (4th Edition). American Educational Research Association. New York: Macmillan, pp. 1066-1101.

SOUSA, Sandra (1995). Avaliação da aprendizagem nas pesquisas no Brasil de 1930 a 1980. Cadernos de Pesquisa, 94, pp. 43-49.

SOUSA, Sandra (2003). Possíveis impactos das políticas de avaliação no currículo escolar. Cadernos de Pesquisa, 119, pp. 175-190.

STIGGINS, Richard (2002). Assessment crisis: The absence of assessment for learning. Retirado em 24 de Setembro de 2004 de www.pdkintl.org/kappan/k0206sti.htm.

STIGGINS, Richard (2004). New assessment beliefs for a new school mission. Phi Delta Kappa, 86, 1, pp. 22-27.

STIGGINS, Richard & CONKLIN, Nancy (1992). In Teachers' Hands: Investigating the Practices of Classroom Assessment. Albany, NY: State University of New York Press.

STOBART, Gordon (2006). The validity of formative assessment. In J. Gardner (Ed.), Assessment and Learning. London: Sage, pp. 133-146.

TELLEZ, Kip (1996). Authentic assessment. In J. Sikula (Ed.), Handbook of Research on Teacher Education (2nd Edition). Association of Teacher Educators. New York: Macmillan, pp. 704-721.

TORRANCE, Harry & PRYOR, John (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27, 5, pp. 615-631.

TOWNSHEND, John; MOOS, Lejf & SKOV, Poul (2005). Building on a tradition of democracy and dialogue in schools. In OECD (Ed.), Formative Assessment: Improving Learning in Secondary Schools. Paris: OECD Publishing, pp. 117-128.

VASCONCELLOS, Celso (2005). Avaliação da Aprendizagem: Práticas de Mudança por uma Praxis Transformadora (7.ª Edição). São Paulo: Libertad.

VOOGT, Joke & KASURINEN, Helena (2005). Emphasising development instead of competition and comparison. In OECD (Ed.), Formative Assessment: Improving Learning in Secondary Schools. Paris: OECD publishing, pp. 149-162.

WIGGINS, Grant (1989a) A true test: Toward more authentic and equitable assessment. Phi Delta Kappa, 70, pp. 703-714.

WIGGINS, Grant (1989b) Teaching to the (authentic) test. Educational Leadership, 46, 7, pp. 41-47.

WIGGINS, Grant (1998). Educative Assessment. San Francisco: Jossey-Bass.

 

 

Recebido em Julho/2006

Aceite para publicação em Agosto/2006

 

 

Toda a correspondência relativa a este artigo deve ser enviada para: Domingos Fernandes, Faculdade de Psicologia e de Ciências da Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal.