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Bondoso, T.; Pinto, J. (2009) Portfolio and curricular management in Kindergarten Actas do X Congresso Internacional Galego-Português de Psicopedagogia (pp. 3897-3909). Braga: CIEd, Universidade do Minho. (download)

A group of teachers has been conducting research about the assessment of learning while regulating device, under the AREA project.
This communication occurs in the context of this work and concerns the progress made on a kindergarten room for three academic years, where the organization and use of Portfolios was undergoing changes and readjustment, eventually ended by being an assessment instrument that also started to be part of the curriculum planning.
The intervention focuses on how to use this instrument, initially as shared assessment; it constituted itself as the focus for children, a process that was becoming, simultaneously, a curriculum management tool for the educator, a mechanism for self organization for children, and a powerful resource for the knowledge learning that supports the skills construction. It can be concluded that this process requires a deliberate intentionality that implies a theoretical act and that can become a way of working in partnership with the students.
Keywords: Regulated assessment, portfolios in kindergarten; curricular management in kindergarten.
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Dias, P. & Santos, L. Reflect before you act - Regulatory practice assessment for learning, ICME 11.  International Congress on Mathematical Education. Monterrey, Mexico (6 to 13 July of 2008). Available in http://tsg.icme11.org/document/get/681  (download).

In this text, we tried to show the application of a regulated assessment strategy for learning. It is a process applied to a secondary school in Portugal, which involves students from sixteen and seventeen years old. The described experience happened in the extent of the work developed. A group of investigators from project AREA. In the teaching tasks and learning a procedure for regulated assessment was tried, this procedure was called "reflect before you act." The teacher proposes the task to the students' discussion and they describe, in writing, the resolution process. After the teacher resolution feedback, the task is in agreement with the described strategy. After the analysis of the written results by the students, it is requested the confrontation among foreseen and accomplished. Collect data is empiric, it evidences that differences exist between the description for resolutions strategies and the correct result. Reflect before you act is a modality of regulated assessment, that can lead to the change of some stages, a resolution and the overcome of mistakes and difficulties. It is the regulated in the moment for a premature reflection.
Keywords: Regulated assessment; tasks; resolutions strategies; feedback.
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Dias, P. & Semana, S. (2009) Assessment, teaching and learning: distinct pedagogic dimensions in mathematics classes. X Congresso Internacional Galego-Português de Psicopedagogia. Braga. (download)

The project AREA, researchers and teachers have been developing, implementing and evaluating assessment for learning practices, both in pre-school education and 1st. cycle, in general, but also in other cycles of Basic Education and 10th, 11th and 12th grade of Mathematics. In this study, we analyze how to realize an effective integration of teaching, learning and assessment in the context of written mathematics reports production, and try to understand how a teaching practice with these characteristics promotes the  learning regulation by pupils. In particular, we bring an interpretive research case which involved four students from the 8th grade in the development of four written reports carried out in two phases and supported by intentionally regulatory strategies. The study shows that with the support of regulatory strategies implemented, namely investment in ownership of the assessment criteria by the students and the provision of written and oral feedback, pupils present quality productions progressively higher and walk towards the ownership of the assessment criteria and the regulation of their thought processes and learning, through a course provided with difficulties, not linear and development.
Keywords: Assessment; assessment criteria; reports;
feedback; learning.
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Dias, S. & Santos, L. (2010) Feedback and different mathematics tasks, PME 34. International Group for the Psychology of Mathematics Education. Belo Horizonte, Brazil. (18 a 23 de July de 2010).

Keywords:
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Dias, S. & Santos, L. (2009) Feedback in different mathematics tasks. Proceedings of the 33rd Conference of International Group for the Psychology of Mathematics Education, 2 pp. 409-416. (download)

The present article aims to show a research carried out in the context of Project AREA, on the influence that written feedback has in pupil’s learning, when given to diversified tasks in the type and in the method of work. The design research was the case study, the participants in the study were four pupils from the 8th year (aged thirteen). The feedback given to tasks of problematic, exploratory or investigative nature seems to be more efficient than in tasks which appeal to the strict knowledge of mathematical concepts. The feedback given to tasks solved in small groups seems to enhance learning in a more significant way when compared to tasks solved individually.
Keywords: Mathematics teaching; mathematic tasks; assessment; learning; feedback.
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Dias, S. & Santos, L. (2009) Regulated assessment, written feedback, mathematics concepts: a difficult construction triangle. XX SIEM (Seminário de Investigação em Educação Matemática). Viana do Castelo. (download)

In this communication we intend to let know part of a study carried out in order to understand how the written feedback given to the written productions of the pupils contributes to theirs learning. The written feedback as a tool for teacher-pupil communications, assumes a central paper in a context of formative assessment. In this study a qualitative / interpretative methodology was used, with the case study design. Participants were 4 pupils of the 8th grade. In this communication we are going to analyse the feedback written type that it intends to supply traces with mathematical concepts that the pupils must mobilize and identify difficulties that exist in the writing of this feedback type. These results allow us to affirm that very often this feedback is not efficient. The maths symbols supplied in the feedback, still which present in the expressed one of the task, it seems difficult to see the comment. Already a similar feedback to the supplied one in classroom, during the oral questioning, proves to be effective.
Keywords:
Mathematic learning; regulated assessment; feedback; mathematics conceptions.
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Pinto. F. & Santos, L. Definition of assessment criteria / Self-assessment, ICME 11.  International Congress on Mathematical Education. Monterrey, Mexico (6 to 13 July of 2008). Available in http://tsg.icme11.org/document/get/687  (download).

This article studies the development of the self-assessment in a group of eleven to thirteen year-old pupils, through the definition, interpretation and use of assessment criteria in a group work context on the resolution of an inquiry activity on properties of the quadrilaterals. The results obtained evidence that the pupils had exceeded the expectations of the teacher, identifying criteria approaches next to the teacher ones. The appropriation of the assessment criteria in parallel with the development of a critical capacity had contributed to a better performance of the realization of the tasks and of the capacity of communicating mathematically.
Keywords
: Assessment criteria; self-assessment; communicating mathematically.
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Pinto, J. & Santos, L. (2010) Oral feedback in mathematics classroom: patterns and characteristics. ECER (European Education Research Association) Helsinquia. (download)

Keywords: assessment, assessment for learning, feedback, mathematics classroom.
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Pinto, J. & Santos, L. The teacher's oral feedback and learning. ICME 11.  International Congress on Mathematical Education. Monterrey, Mexico (6 to 13 July of 2008). Available in http://tsg.icme11.org/document/get/688  (download).

This article presents an exploratory study that seeks to build an analysis grid that helps teachers to reflect on its assessment regulatory practice with regard to oral feedback. Three episodes of the mathematics classroom were selected, that constituted different activities and outcomes of learning. The developed analysis allows us to say that the grid could be applicable in different classroom situations. Additionally this analysis highlights several feedback patterns explaining the different contributions to the learning process.
Keywords: formative assessment; feedback; pupils.

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Santos, L. & Pinto, L. (2009). Assessment for learning: the use of feedback and portfolio. European Educational Research Association. ECER2009. Viena de Austria (28 to 30 September of 2009). (download)


Keywords:
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Santos, L. & Pinto, L. (2009). Lights and shadows of feedback in mathematics learning. Proceedings of the 33rd Conference of International Group for the Psychology of Mathematics Education, 5, 49-56.  (download).

Feedback as a practical assessment for learning, especially in mathematics, has been studied in recent decades. Based on the evidence gathered by several previous studies, we had intended to study how the "form" and "dimension" of the feedback influence student learning. Four studies were conducted interpretative over a period of three years. The participants, pupils aged between twelve and fourteen years, show that trends can be studied to find out how crucial it is that feedback is effective in linking student achievement in school and his views on assigned tasks.
Keywords:
Assessment; learning; feedback; feedback; characteristics of the feedback.
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Santos. L. & Gomes, A. (2006). Self assessment and appropriation of assessment criteria. J. Novotná; H. Moraová; M. Krátká & N. Stehlikova (Eds.), PME30. Mathematics in the centre (pp. 5-4-5-56). Prague: Charles University in Prague. (download)

This article focuses on the evolution of students’ ability for self-assessment. Although the student studied shown an evolution, knowledge of the assessment criteria is not enough to contribute to improve her performance. Self-representations of the criteria led to gaps between what the student did and what was aimed by the criteria. The conflict required to change the representations depends on a continuous investment by the teacher.
Keywords: Assessment in Mathematics, regulated assessment; assessment practices; criterion-referenced assessment tools.
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Santos, L. (2004). The learning and teaching in Portugal: a glance through the assessment. Actas del octavo simposio de la sociedad española de investigación en educación matemática (S.E.I.E.M.) (pp. 127-151). Coruña: Universidade da Coruña. (download)

In this article we make a review of what goes on in the teaching and learning of the Mathematics through data from the review assessment, in Portugal. We use the results obtained through extern proofs of national extent and of several research developed in the area of the assessment, taking as a starting point a short evolution analysis of several documents national curricular relevant in the country.
Keywords: Mathematic teaching and learning; guidance pedagogy for assessment, assessment conceptions assessment practices; test of mathematics.
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Semana, S. & Santos, L. (2010). Self-assessment in written reports. PME 34. International Group for the Psychology of Mathematics Education. Belo Horizonte, Brazil. (18 a 23 de July de 2010). (download)

This article studies the development of students’ self-assessment skill in the context of written reports in Mathematics. In particular, we present an interpretative case study, which involved two thirteen year old students from the 8th schooling year and six reports, written in two different stages and supported by assessment strategies at the teacher´s responsibility. The study suggests that, in each case, the student´ self-assessment skill evolves gradually but differentially. The study also suggests that the student´s appropriation of the assessment criteria is still under development and that self-assessment is, mostly, operated by students as a process that includes monitoring and excludes action.
Keywords
: Self-regulation; written report; assessment criteria; Mathematics.
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Semana, S. & Santos, L. (2009). Written report in learning geometry: explanation and argumentation CERME6. Lyon. (download)

In this article, we examine how the written report, within the context of assessment for learning, helps students in learning geometry and in developing their explanation and argumentation skills. We present the results of a qualitative case study involving Portuguese 8th graders. This study suggests that using written reports improves those capabilities and, therefore, the comprehension of geometric concepts and processes. These benefits for learning are enhanced through the implementation of some assessment strategies, namely oral and written feedback.
Keywords: Geometric thinking, explanation, argumentation, assessment for learning, written reports.