Portuguese books and magazines

International books and magazines

National Meetings Internacional Meetings

 

Masters and PhD thesis

   

Alaiz, V. (1996). Formative assessment practices and pedagogic differentiation (Tese mestrado, Universidade Católica Portuguesa)

This study takes as a subject the practices of formative assessment and of pedagogic differentiation in the classroom and as a objective the respective description and interpretation, as well as the choice of a methodology of investigation-action, the sketch of perspectives of its development or improvement was given. The outcomes suggest that the assessment practices depend on routines and on the availability to change or to develop these practices.

Keywords: Assessment for learning; formative assessment; pedagogic differentiation; assessment environment; assessment practices.
___________________________

Alves, L. (2006). Assessment practices in project context. The study with kindergarten  pupils. (Tese mestrado, DEFC, Universidade de Lisboa)

This study developed in the kindergarten aims to study the limits and the potentialities of two assessment tools - the portfolio and the logbook - and how these can be used in self-regulated pedagogic practice. Following an ethnographic approach and narrative, this work allowed to realize the way how the children were seizing the portfolio, the mediation diary's role between the practice and its reflection and the ways that the self-regulated can take on the job.
Keywords: formative assessment; portfolio; logbook; self-regulated practices; assessment in kindergarten.
__________________________

Dias, P. (2005). Regulated asssessment in secondary education. Processes used by the pupils in mathematical investigations. (Tese de mestrado, Universidade de Lisboa). Lisboa: APM  (download)

This work aimed to study the processes that the pupils of the secondary education, 10th grade, use as a way to address the difficulties, obstacles and erroneous reasoning in which they are faced in mathematical research. Following a qualitative and interpretative approach, four pupils (case studies) were studied.
Keywords
: interactions in the classroom; pupil's activity; mathematics research; self-regulated process; Mathematics learning process.
___________________________

Dias, S. (2008). The written feedback role in the teaching and leanrning regulated assessment - case study with mathematics pupils of 8th grade. (Tese de mestrado, Universidade de Lisboa). (download)

This study studied how the written feedback given to the written pupils productions contributes to their learning, for a regulated assessment for learning. In individual, we tried to study which kind pupil that more they benefit of feedback and as their position, what the feedback characteristics and what the pedagogic contexts, tasks and the forms of work, which provide feedback with regulated effects on the learning.
Keywords: Regulated assessment; mathematic learning; feedback; mathematic tasks; individual work an work in group.
___________________________

Graça, Mª. M. (1995) Assessment of problems solving: contributes to the study of the relationship between the pedagogical concepts versus practices of the teachers. (Tese de mestrado, Universidade de Lisboa). Lisboa: APM

Following a methodological approach to qualitative case studies, essentially interpretative of this study studied the relationship between the conceptions and the pedagogic practices of four Mathematics 7th, 8th and 9th grade teachers in the assessment of the problems solving.
Keywords: Problems solving; assessment; Mathematics; teaching process; learning process; conceptions; pedagogic practices.
___________________________

Inácio, Mª. A. (1997). How teachers deal with pupil's mistakes? (Tese de mestrado, Instituto Superior de Psicologia Aplicada). Lisboa: APM

This work aims to contribute to the understanding of how teachers deal with the pupils' mistakes, especially with the decimal numbers. With a group of nearly 20 teachers of 5th and 6th grade, initially standards of frequent mistakes were determined. Then they were asked to plan out a session of correction, and that to respond to a short questionnaire and interview. Generally the reason of the pupils' mistakes was attributed to the ignorance of the implicated mathematical theory.
Keywords
: Mathematics; teaching and learning process; assessment for learning; standards mistakes; training practices.
___________________________

Leal, Mª. L. (1993). Assessment for learning in curriluar inovation context. (Tese mestrado, Universidade de Lisboa). Lisboa: APM

Following an interpretative approach, this study researches the potentialities of assessment several forms - test in two phases, written report, done individually and in group, oral presentation and observation - judged adapted in a curricular innovation context, the project Mat789. In individual, he tried to know the mainly covered objectives, the degree of applicability and the acceptance by teachers and pupils.
Keywords: Assessment; Mathematics; teaching process; learning process; curricular innovation; assessment tools.
___________________________

Leite, M. (2004). Of saying while doing - a glance on the assessment of the pupils from the teachers' advices. (Tese de mestrado, FPCE, Universidade do Porto)

This study in EB2/3 aims to study the relationship between the way as the teachers say to obtain the note of a pupil and the way as they really arrive on the teachers meetings, in the end of the school terms. Following a methodology of case study, the work shows up that far from the above-mentioned formative perspective, the tests / sheets and the behavior are the base for the construction of the final note. The meeting of the advice is essentially a space for a collective exchange of the notes of the pupils.
Keywords: Assessment; meetings of group council for assessment;  assessment in secondary education; assessment conceptions and practices.
___________________________  

Martins, Mª. P. (1996). The assessment for learning in Mathematics: the teachers' conceptions. (Tese mestrado, Universidade Católica Portuguesa). Lisboa: APM

Following a methodological approach to qualitative case studies, this study had as main objective to identify and understand the three teachers of Mathematics' conceptions of the secondary education on the assessment for learning, taking into account how to implement it.
Keywords: Assessment: Mathematics; teaching process; conceptions; teacher.
___________________________

Martins, Mª. C. (2002). Implementation of portfolios with future teachers of the 5th and 6th grade. An experience in the pedagogic Mathematics training. (Tese de mestrado, Universidade do Minho)

In the context of the initial teachers formation, specifically in the discipline of Pedagogic Practice II (pedagogic training) in the area of the Mathematics, this study aimed the implications of the portfolios implementation for the development of the future teachers reflection facing the teaching and learning process of the Mathematics and the assessment process. One opted for an approach qualitative / interpretative nature.
Keywords: Assessment: Mathematics; initial teachers formation; portfolios; reflection.

___________________________

Menino, H. (2004). The written report, the test oh  two phases and the portfolio as an assessment for learning tool in Mathematics – a study of 5th and 6th grade. (Tese de mestrado, Universidade de Lisboa). Lisboa: APM

This work aimed to analyze the use of different alternative assessment tools in Mathematics in the 5th and 6th grade - written report, the test in two phases and the portfolio. Developed in a collaborative work context between researcher and four Mathematics teachers, this study followed an approach of qualitative and interpretative nature.
Keywords: Assessment; Mathematics; assessment's kinds; teaching assessment; learning assessment;  written report; tests in two phases; portfolio.

___________________________

Nunes, C. (2004). The assessment as a process regulated of teaching and learning in Mathematics. (Tese de mestrado, Universidade de Lisboa). Lisboa: APM

This study took as a main aim to know what the 7th, 8th and 9th grade pupils think on the assessment in Mathematics and as they react to innovative practices. Following an approach of qualitative and interpretative nature, six assessment ways were analyzed - report of tasks of investigation, project work, portfolio, tests in two phases,  synthesis of the matter, oral self-assessment - through the contribution of four pupils, the teacher and the persons in charge of education.
Keywords: Assessment; Mathematics; pupil's conceptions; assessment's kinds; assessment tools.  

___________________________

Pinto, J. (2002). The formal assessment in primary education. A social construction. (Tese de doutoramento, Universidade do Minho)

Following an interpretative approach, taking as reference the case study of ethnographic nature, this study seeks to realize the functioning of the formal assessment and of its meanings in terms of practices assessment teachers, in a specific organization - a primary school. Without including the whole assessment that the teacher focuses on the formal assessment, that it's one that takes place in the end of each school period and which takes place in the school board.
Keywords: Assessment; practices of formal assessment; assessment for learning; assessment and learning process; assessment as a social interaction process; informative assessment; assessment and notes;  primary education.

___________________________

Semana, S. (2008). The written report while regulated assessment for learning tool of 8th grade pupils in Mathematics. (Tese de mestrado, Universidade de Lisboa). (download)

This study aims to understand the key role of written report as a tool for regulatory assessment of 8th grade pupils in mathematics. In particular, it try to understand what the difficulties inherent in drafting the written report, their potential for students' learning and what the contribution of strategies that are attached to their development.
Keywords: Regulatory assessment; self-regulation; mathematical learning; written reports; feedback; assessment criteria.
___________________________

Rafael, M. A. (1998). The assessment in Mathematic in 10th, 11th and 12th grade. Teachers' conceptions and practices and  pupils' expectations. (Tese de mestrado, Universidade de Lisboa). Lisboa: APM

Following an approach of qualitative nature, through case studies, this study aims the conceptions and the practices of 10th, 11th and 12th grade's three Mathematics teachers, namely on the assessment. There still were considered five pupils of each teacher in order to confront theirs expectations regarding the mathematics with that of their teacher.
Keywords: Assessment; Mathematics; teaching process; learning process; conceptions; practices; teacher;  pupils; dilemmas.
___________________________

Varandas, J. (2000). The assessment of mathematics researchs: an experience. (Tese mestrado, Universidade de Lisboa). Lisboa: APM (download)

Following an approach of qualitative nature, this study aimed to explore the assessment process of the 10th grade's pupils, in the mathematical research in the classroom. Developed in a collaborative work between researchers and two Mathematics' teachers, this work studied four case studies, corresponding respectively to experienced assessment ways: the work in group and report in group, the work in group and individual report, work in group and oral presentation and individual work and individual report, in limited time.
Keywords: Assessment: Mathematics; researches activities; conceptions of Mathematics; work together.
___________________________