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 investigationaction, 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 selfregulated 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 selfregulated can take on the
job.
Keywords:
formative assessment; portfolio; logbook; selfregulated 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; selfregulated process; Mathematics learning process.
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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.
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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 abovementioned 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
selfassessment  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; selfregulation; 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.
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