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Papers
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Batanero, C. (1997). Cuestiones metodológicas en la
evaluación de los conocimientos matemáticos de los alumnos y de su evolución.
In this work the problem of the
inferences is analysed on the mathematical knowledge of the pupils, his
structure and evolution, from the answers observed in assessment situation.
Barreira, C. & Pinto, J. (2005).
The research in Portugal about pupil's assessment for learning. (1990 - 2005). In this
article it is done a investigation review made in Portugal about the assessment of pupils'
learning,
between 1991 and 2005, in several teaching levels not high school. As main
conclusions stand out: The assessment practices focus on a summative
perspective, in spite of the teachers to join conceptually to the formative
evaluation; The tests keep on being the commonest form of assessment, in spite
of the use some support instruments to the practices of formative assessment;
The training is still relatively scarce and it takes not into account normally
the institutional and cultural dimension of the assessment. Bondoso, T.; Santos, L. (2009)
Portfólios... and other discoveries. In the
context of the project AREA a set of teachers has been carrying out several
studies in order to construct of knowing about the assessment as a learning
device regulator of learning. This project is developed in a group of work in
which they are shared and study experiences developed in several levels of
teaching. In individual, the experience that we will be going to board develops
in a kid garden room with 5-year-old children. This paper describes a first
phase of database use that allows to develop a formative assessment with
the pupils, in individual to supply them feedback, and then, the pupil can learn by
itself. The developed experience comprised the subject Cuadra, F.; Romero, L. & Martinéz, E. (2003).
Concepciones y creencias del profesorado de secundaria andaluz sobre
enseñanza-aprendizaje y evaluación en matemáticas. This work describes and
characterizes the conceptions and beliefs on mathematics assessment sustained
by Andalucian secondary teachers. It is an exploratory study. Survey technique
is used by means of a closed multiple-choice scale questionnaire applied to a
sample (n=163) of the studied population (n=412). The factor analysis of the
data let us detect general factors that establish the global conception
sustained by the teachers on this topic. The general factor is articulated by
means of 16 and 13 partial factors respectively, which show several teachers’
beliefs. The cluster analysis of the teachers factor scores allows to establish
thought tendencies with regard to the beliefs in teaching and learning and
assessment already detect and to interrelate them. Cyrino, M.; Soares, Mª T: & Buriasco, R. (2003). From the
evaluation of the school profit to the assessment for learning in Mathematics: a
research in Paraná/ Brazil. This paper concerns a study that
analysed the pupils' productions of a sample of 729 obtained proofs of the
universe of the proofs of Mathematics carried out by the pupils of 4th and 8th
series of the Paraná Education System. In individual, it tried to identify if
the pupil chooses or not a proceeding that resolves the question, if it tests
the alternatives, if it registers the data of the question and which the type of
used notation. Dias, P. & Santos, L. (2008). Reflect
before acting. The regulated assessment in Mathematic B. In L. Menezes; L. Santos;
H. Gomes & C. Rodrigues (Eds.), In the research it tried to
understand if the pupils' answer to a task can be helped by the understanding
and anticipation of its resolution. In other words, reflect before acting will
be able to contribute to a good performance and consequently to remove errors
and difficulties. It was concluded what this kind of regulated assessment may:
to develop the written understanding skills; to allow the passing of errors and
difficulties; to contribute to the task resolution successfully. The deep
reflection about the task can help the pupil to exceed errors and difficulties,
as soon as it will develop the necessary mechanisms to value the feasibility or
otherwise of a particular strategy for resolution. Dias, S. & Santos, L. (2008).
Why is it important to identify and analyze the pupil's errors and difficulties?
The regulator feedback. In L. Menezes; L. Santos; H. Gomes & C. Rodrigues (Eds.), This paper presents the research
of the feedback (Mathematics) results done with a group of 7th grade. The study
central question was "what the pupils think of the comments / annotations that
the Mathematics teachers write when they assess the first version of the works?"
The outcomes showed that the pupils are not got used to an assessment in two
parts and have a tendency to distrust the real teacher intentions. Additionally,
most of pupils wrapped in the research reveal to attach little importance to the
comments written by a teacher. For last, this research demonstrated to the
difficulty that the teacher feels in giving the certain feedback of form to lead
the pupil to identify his error, to correct it and, ideally, not to correct it
again. Graça, M. (2003). Assessment Solving problems: What relation between
the conceptions and the teachers' practices? This research is developed in a
Mathematics Education Msc dissertation and it focuses on the study of the
relationship between the conceptions and the practice of three mathematics
teachers in problem solving assessment. The methodology is qualitative and
interpretative, based on case studies. Data gathering was done through
interviews, observations, and notes. Data analysis was based in a set of
categories previously defined. These teachers revealed coherence between its
beliefs and practices in problem solving, although they also showed some
discrepancies in their own assessment practices. The main direction of the
conclusions of this research points to the necessity to understand more deeply
the relationships between the conceptions and the practice of the teachers in
problem solving. The need to teacher training programs in this domain was
another aspect referred by the teachers of this study. This study also
emphasises that assessing problem solving is a complex task, even to
experimented teachers. Heuvel-Panhuizen, M. (2003). Paper-and-pencil
assessment that provides footholds for further instruction needs to break with a
number of taboos in assessing mathematical knowledge. The question that remains is how
written assessment methods could be improved in such a way that they can help
teachers to make informed instructional decisions. The present article will
address this question within the framework of Realistic Mathematics Education
(RME) - the approach to mathematics education in the Netherlands - and will show
some of the didactical alternatives for the traditional written assessment
that have been developed within this approach. The focus will be on the
alternatives developed for primary
education. Martins, C. (2004). The
portfolios in initial Mathematics' teacher training. Quadrante, 13(1), 63-89. Morgan, C. (2003).
Criteria for authentic assessment of mathematics: Understanding success, failure
and inequality. The activity of assessment and the
associated criteria, whether explicit or implicit are an essential part of any
educational practice. Indeed, Bernstein's theory of pedagogic discourse
identifies the evaluative rules as constitutive of pedagogic practice - without
them there would be no transmission or acquisition but only conversation. The
differences in assessment between traditional and reform pedagogies are not only
related to the types of tasks used for assessment purposes but also to their
orientation and the types of criteria they involve. It is this aspect of
authentic assessment practices - the nature and application of their criteria -
that I intend to explore in this paper. Oliveira, I. & Pereira, J. (1993). Diagnostic assessment:
development of a test of Mathematics performance. This paper takes as a base the
assessment for learning test development with diagnosis function, particularly
up the problems solving processes and several techniques are explored for its
analysis. The items design took referring the new Mathematics program of the 5th
and 6th grade which was in force for the first time in the 6th grade. This test was
applied to a group of 100 pupils. By the outcomes it can be said that the pupils
had the worst performance in the problems resolution. Also showed weak
performance in the activities that were demanding to communicate reasoning, to
validate conjectures and to formulate arguments to justify their opinions.
Paula,
I. (2005). The portfolios as a integrating learning process and assessment
in Mathematics. In GTI (Org.),
This
paper reports the work developed in
2003/04
with
6th
grade pupils. This research had as aim main to investigate whether the
portfolios models the curriculum developed in the classroom.
Pinto, J. & Santos, L. (2006). This book discusses the pupils'
assessment for learning, taking it as a social relationship whose main purpose is
to help the teachers and the pupils to build a formative interaction in terms of
teaching / learning. Besides doing a short review this on the evolution of the
concepts and of the functions in assessment, the book focuses mainly on the
problems that emerge from a framework of formative assessment, namely: the
importance of the work around the assessment criteria, the rule's paper
leaning process, and still the potentialities and limits of some tools of
assessment. Rogers, L. (1996). Social factors in the assessment
of mathematics: Students, teachers, schools and political institutions.
This paper considers the broad
purposes of assessment of mathematics with regard to the demands of society, the
requirements of the institutions evolved, and the perceptions of the teachers
and the students. The relationships between these different agencies are discussed,
and it is demonstrated that there is a danger that assessment can be regarded as
the principal means of control and regulation of the educational system.
___________________________ Santos, L. (2008). Dilemmas and challenges of regulatory assessment. In L.
Menezes; L. Santos; H. Gomes & C. Rodrigues (Eds.), In this text there shows up the evolution
of the formative assessment conception along the last decades. Then, several
assessment practices of regulated nature possible of being developed in the
daily life of the work of the classroom are described and discussed, in
Mathematics individual. For last, there are discussed some of the dilemmas and
obstacles with which the teachers are confronted about this assessment kind.
This discussion is supported in research carried out in this area and, very much
in individual, in some first results obtained in the work developed in the
context of the Project AREA. Santos, L. (2003). Assessment
with competences: an impossible task? This article tries to discuss
the Santos. L. (2003). Assessment for learning in Mathematics. This article presents and
discuss possible reasons why the assessment was and a problematic question keeps
on being today. Santos, L. (2003). The assessment in guiding documents for the
Mathematic teaching: a brief analysis. This paper analyses the way how
assessment is considered in several documents that influenced mathematics
curricular development in Portugal over the last 25 years. This analysis allows
the identification of different conceptions of assessment which follow the major
trends in this field, although the discourse underlying this evolution is not
always coherent in terms of the principles enunciated and action guidelines
proposed. There is also the tendency to view assessment as a process that is
closer to the direct interveners in pedagogical action. The evolution of the
types and tools of assessment is marked by the diversity. Santos. L. (2002). Self-assessment regulated: why, what and how? In P. Abrantes e F. Araújo (Orgs.), It is discusses
in
this article how self-assessment can be understood as a metacognition process, i.e.
as a internal mental process through which one takes conscience of the
different moments and aspects of his cognitive activity. There are presented and
discussed some practices ways that are favourable to the development of Santos, L. (1997). Exams: a way to proceed? This paper
discusses the preconditions that can explain the importance held by some against
the existence of the national examinations. In particular, it presents arguments
that contradict the conditions relating to: promotion of equity, quality of
education, credibility, and means to meet the programs.
Santos, L. (1997). Portfolio or the folder's pupil.
This article reports on a study involving secondary students in mathematics, where formative assessment was introduced throughout the school year. In this teaching strategy students had to interpret a task, write the resolution strategy and then solve it. The teacher gave feedback to the pupils on their outcomes, changing on the feedback over the year. An interpretive methodology was chosen, using observation, with audio recording and document analysis of students' work, logbooks and teacher reflections. The study pointed out that this strategy contributes to the learning process, helps students to reformulate incorrect reasoning and presents persistent errors and misunderstandings. It is the opposite of standard practice, in that it raises difficulties for the students and challenges the teacher to reflect and interact with others.
Santos, L. & Pinto, J. (2003). What pupils think about assessment?
This paper presents and analyzes
the assessment students' views Portuguese pupils terminals of years of schooling
cycle, with the exception of the 12th grade that was replaced by 11th grade,
given their conditions. In the selection of students were taken into account
different performances and different geographical contexts, including cities of
the interior and the coast.
Within the AREA
project was developed a study aimed at understanding the role of the written
report as a tool for regulatory assessment of the pupils mathematics learning
in the 10th, 11th and 12th grade, in particular with regard to mathematical
reasoning. The development of the written report was supported with a report
script with the negotiation of assessment criteria and written feedback,
supplemented when necessary by oral feedback. The results of this study indicate
that use of the Reporting Guidelines and assessment criteria to allow a growing
realization, by pupils, of the objectives. The two types of feedback provided, a
combined action, help build the mathematical reasoning' s ability. Vieira, J. (1994). Formative
assessment: an experience. |