Formative assessment as recursive feedback in an academic writing teaching approach via textual genres
DOI:
https://doi.org/10.26512/rhla.v23i2.52393Keywords:
Formative assessment, recursive feedback, academic writing, teaching via textual genresAbstract
The aim of this article is to present a pedagogical proposal to use formative assessment in promoting the learning of the textual genre “research pre-project” at the undergraduate level. A teaching experience carried out in the Letters course of Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), in a subject developed in a workshop format will be reported. Teaching was oriented by the theorization about formative assessment as feedback, designed by Avelar (2019) for the approach via textual genres aimed at multiliteracies development (KALANTZIS; COPE, 2012; COPE; KALANTZIS, 2015). The teacher had the partnership of a monitor, whose performance was fundamental in enriching interactions with students and in managing assessment processes implemented throughout the academic writing process they experienced. In addition to the analysis of the students’ textual productions, the monitor's impressions and the students' opinions, generated through a semi-structured questionnaire answered at the end of the semester, were objects of our reflections. It was possible to conclude that the work fostered research, promoted reflection and collaboration, led to the production of knowledge and culminated in the delivery of pre-projects of considerable technical quality, capable of effectively expressing their authors’ research intentions.
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