Preciosa Fernandes

Avaliação, qualidade e equidade

O artigo, focado na avaliacao da aprendizagem dos ensinos fundamental, medio e superior, tem como objetivo debater possibilidades e limites da avaliacao de aprendizagem constituir um meio para promover uma educacao de qualidade que viabilize o principio de justica social. Partindo de uma analise de politicas internacionais que tem associado a avaliacao a institucionalizacao de uma educacao de qualidade, o artigo da conta de principios e carateristicas que marcam os discursos academicos e legais, sobre a avaliacao da aprendizagem, em Portugal. Com base nesta caraterizacao, sao identificadas proximidades e distâncias entre esses discursos e praticas de avaliacao. O artigo termina com uma reflexao sobre o contributo da avaliacao da aprendizagem para uma educacao de qualidade que cumpra requisitos de equidade e justica social.

Teachers’ role in curriculum design in Portuguese schools

Teachers’ role in curriculum design is a broad question that inspires political educational reforms among European countries, a trend that even extends to higher education politics. The perspective on teachers’ role in curriculum, both at the level of the policies and of the practices, shapes recent educational reforms in Portugal. These are the concerns underlying our research that intends to substantiate school teachers’ involvement in curriculum development as it is experienced by them, and while comparing their views to the roles they are attributed in the political and academic dominant discourses. To reach teachers’ perceptions, we distributed questionnaires which were completed by 214 teachers in primary and secondary schools. We could conclude that the enactment of a professional identity on the basis of teacher assumption of their role as real curriculum designers is still far from being achieved.

How Can Teacher Education Fulfill Its More Generous Intentions? Reflections Concerning the Pernicious Effects of Educational Evaluation

Teacher education is currently informed by perspectives which aim to improve how it affects teachers’ practices and professionalization. Although new ways of educating teachers arise, they still have to coexist with more traditional forms of teacher education, notably, those related to the assessment of learning.

UN TIPO PARA ENTENDER LA EVALUACIÓN DE LA ESCUELAS

In the last decades, school assessment has acquired a prominent place in educational policies and practices. However, its dimensions demand further and continuous deepening of knowledge on such practice. This paper aims to contribute to this deepening by developing and presenting a model for understanding and interpreting school assessment processes. This was done through the analysis of scientific literature published between 2002 and 2015 on school assessment. This procedure revealed four main axes that are essential to understand the thematics comprising this model. The axes are: 1) arguments justifying and influencing school assessment; 2) functions attributed to school assessment; 3) school assessment modes; 4) possible effects of school assessment.

Uma tipologia para a compreensão da avaliação de escolas

In the last decades, school assessment has acquired a prominent place in educational policies and practices. However, its dimensions demand further and continuous deepening of knowledge on such practice. This paper aims to contribute to this deepening by developing and presenting a model for understanding and interpreting school assessment processes. This was done through the analysis of scientific literature published between 2002 and 2015 on school assessment. This procedure revealed four main axes that are essential to understand the thematics comprising this model. The axes are: 1) arguments justifying and influencing school assessment; 2) functions attributed to school assessment; 3) school assessment modes; 4) possible effects of school assessment.

A MODEL FOR UNDERSTANDING SCHOOL ASSESSMENTS

In the last decades, school assessment has acquired a prominent place in educational policies and practices. However, its dimensions demand further and continuous deepening of knowledge on such practice. This paper aims to contribute to this deepening by developing and presenting a model for understanding and interpreting school assessment processes. This was done through the analysis of scientific literature published between 2002 and 2015 on school assessment. This procedure revealed four main axes that are essential to understand the thematics comprising this model. The axes are: 1) arguments justifying and influencing school assessment; 2) functions attributed to school assessment; 3) school assessment modes; 4) possible effects of school assessment.

Uma tipologia para a compreensão da avaliação de escolas = A model to understanding school assessments

In the last decades, school assessment has acquired a prominent place in educational policies and practices. However, its dimensions demand further and continuous deepening of knowledge on such practice. This paper aims to contribute to this deepening by developing and presenting a model for understanding and interpreting school assessment processes. This was done through the analysis of scientific literature published between 2002 and 2015 on school assessment. This procedure revealed four main axes that are essential to understand the thematics comprising this model. The axes are: 1) arguments justifying and influencing school assessment; 2) functions attributed to school assessment; 3) school assessment modes; 4) possible effects of school assessment.

Mathematics summative assessment practices in schools at opposite ends of performance rankings in Portugal

ABSTRACT This article describes mathematics teachers’ evaluation practices and the reasoning and beliefs that support those practices. The data were collected in two Portuguese schools representing very different results in the national exams, through semi-structured interviews with mathematics teachers and departmental curriculum coordinators as well as class observations (school year of 2014/2015). The interviews were analysed using content analysis, leading to the conclusion that mathematics teachers’ evaluation practices, in both schools, were carried out based on a cyclical process, supported by the perspective that quantitative assessment, through “quantitative tests”, enhances students’ motivation to study and supports learning and academic success, even though this effect seems to only impact on the “good students”.

Parcerias entre a escola e a comunidade em Portugal: uma análise a partir da avaliaçãoexterna das escolas = Partnerships between school and community in Portugal: an analysis based on external evaluation of schools

El articulo examina las relaciones de colaboracion entre escuela y comunidad en Portugal teniendo en cuenta la evaluacion externa a la cual los centros educativos estan sujetos. Los objetivos principales son conocer la importancia dada al establecimiento de relaciones entre las escuelas y la comunidad, caracterizar las areas de asociacion privilegiadas y evaluar los efectos generados. Se analizaron para ello 52 informes de evaluacion externa de las escuelas, lo que representa el 20,8% del total de agrupaciones escolares existentes en 2012 y 2013 en el Norte y en el Centro de Portugal, bien como el 60% de las escuelas evaluadas en esos anos. Los datos permiten concluir que gran parte de las escuelas/agrupaciones escolares presenta un elevado numero de colaboraciones con instituciones locales y que estas son muy reconocidas por fortalecer dinamicas innovadoras de aprendizaje y de formacion global de los estudiantes.O artigo examina as relacoes de parceria entre escola e comunidade em Portugal, analisando-as a partir da avaliacao externa a que as escolas sao sujeitas. Os objetivos principais sao conhecer a importância dada ao estabelecimento de relacoes de parceria entre as escolas e a comunidade, caracterizar as areas de parcerias privilegiadas e avaliar os efeitos gerados. Para isso foram analisados 52 relatorios de avaliacao externa de escolas, que representam 20,8% da totalidade dos agrupamentos de escolas existentes em 2012 e 2013 no Norte e no Centro de Portugal, e 60% das escolas avaliadas nesses anos. Os dados permitem concluir, entre outros aspectos, que grande parte das escolas/agrupamentos apresenta um elevado numero de parcerias com instituicoes locais e que estas sao muito reconhecidas por favorecerem dinâmicas enriquecedoras de aprendizagem e de formacao global dos alunos.

Parcerias entre a Escola e a Comunidade em Portugal: Uma Análise a partir da Avaliação Externa das Escolas

El articulo examina las relaciones de colaboracion entre escuela y comunidad en Portugal teniendo en cuenta la evaluacion externa a la cual los centros educativos estan sujetos. Los objetivos principales son conocer la importancia dada al establecimiento de relaciones entre las escuelas y la comunidad, caracterizar las areas de asociacion privilegiadas y evaluar los efectos generados. Se analizaron para ello 52 informes de evaluacion externa de las escuelas, lo que representa el 20,8% del total de agrupaciones escolares existentes en 2012 y 2013 en el Norte y en el Centro de Portugal, bien como el 60% de las escuelas evaluadas en esos anos. Los datos permiten concluir que gran parte de las escuelas/agrupaciones escolares presenta un elevado numero de colaboraciones con instituciones locales y que estas son muy reconocidas por fortalecer dinamicas innovadoras de aprendizaje y de formacion global de los estudiantes.O artigo examina as relacoes de parceria entre escola e comunidade em Portugal, analisando-as a partir da avaliacao externa a que as escolas sao sujeitas. Os objetivos principais sao conhecer a importância dada ao estabelecimento de relacoes de parceria entre as escolas e a comunidade, caracterizar as areas de parcerias privilegiadas e avaliar os efeitos gerados. Para isso foram analisados 52 relatorios de avaliacao externa de escolas, que representam 20,8% da totalidade dos agrupamentos de escolas existentes em 2012 e 2013 no Norte e no Centro de Portugal, e 60% das escolas avaliadas nesses anos. Os dados permitem concluir, entre outros aspectos, que grande parte das escolas/agrupamentos apresenta um elevado numero de parcerias com instituicoes locais e que estas sao muito reconhecidas por favorecerem dinâmicas enriquecedoras de aprendizagem e de formacao global dos alunos.