A avaliação formativa do desempenho do ensino
DOI:
https://doi.org/10.26512/lc.v25.2019.24275Palavras-chave:
Avaliação formativa, Desempenho, EnsinoResumo
A argumentação deste artigo se baseia em quatro propostas. Em primeiro lugar, fazem-se necessários maiores realizações educacionais tanto para os indivíduos quanto para a sociedade. Em segundo lugar, para conseguir maiores realizações educacionais se requer maior qualidade nos professores. Em terceiro lugar, uma maior qualidade nos professores demanda investir nos professores que já se encontram trabalhando em nossas escolas. Em quarto lugar, esse investimento precisa tomar um formato radicalmente distinto do desenvolvimento profissional que comumente os professores receberam.
Downloads
Referências
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011), An lnteraction-based Approach to Enhancing Secondary School Instruction and Student Achievement, Science, 333 (6045): 1034-1037.
Amabile, T. M., & Kramer, S. J. (2011), The Progress Principle: Using Small Wins to Ignite joy, Engagement and Creativity at Work, Cambridge, MA, Harvard Business Review Press.
Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative Learning: Prevalence, Conceptualization and the Relation between Research and Practice, American Educational Research journal, 35 (3): 419-454. 196
Ausubel, D. P. (1968), Educational Psychology: A Cognitive View, Nueva York.
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Margan, M. (1991), The Instructional Effect of Feedback in Test-Like Events, Review of Educational Research, 61 (2): 213-238.
Barber, M., & Mourshed, M. (2007), How the Worlds Best-Performing School Systems Come Out on Top, Londres, McKinsey & Co.
Belbin, R. M. (1981), Management Teams: Why They Succeed or Fail, Oxford, Heinemann.
Berliner, D. C. (1994), Expertise: The Wonder of Exemplary Performances, in J. N. Mangieri y C. C. Block (comps.), Creating Powerful Thinking in Teachers and Students: Diverse Perspectives, Fort Worth, TX, Harcourt Brace College, pp. 161-186.
Black, P. J., & Wiliam, D. (2009), Developing the Theory of Formative Assessment, Educational Assessment, Evaluation and Accountability, 21 (1): 5-31.
Bloom, B. S. (1969), Some Theoretical Issues Relating to Educational Evaluation, en R. W. Tyler (ed.), Educational Evaluation: New Roles, New Means: The 68th Yearbook of the National Society for the Study of Education (Part Il), 68 (2): 26-50, Chicago, IL, University of Chicago Press.
Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008), Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions, Journal of Research on Educational Effectiveness, 1 (4): 289-328.
Bryk, A. S., Sebring, P. B., Allensworth, E., & Luppescu, S. (2010), Organizing Schools for Improvement: Lessons from Chicago, Chicago, IL, University of Chicago Press.
Buckingham, M. (2007), Now Go Put Your Strengths to Work, Nueva York, Simon & Schuster.
Ciofalo, J., & Leahy, S. (2006), Personal Action Plans: Helping to Adapt and Modify Techniques, documento apresentado no Annual Meeting of the American Educational Research Association, San Francisco, CA.
Cohen, J. (1988), Statistical Power Analysis for the Behavioral Sciences, Hillsdale, NJ, Lawrence Erlbaum Associates.
Cronbach, L. J. (1971), Test Validation, in R. L. Thomdike (ed.), Educational Measurement, 2a ed., Washington, D. C., American Council on Education, pp. 443-507.
Danielson, C. (1996), Enhancing Professional Practice: A Framework for Teaching, Alexandria, ASCo.
Dobbie, W. (2012), Teacher Characteristics and Student Achievement: Evidence from Teach for America, Cambridge, MA, Harvard University Faculty of Arts and Sciences. Dweck, C. S. (2006), Mindset: The New Psychology of Success, Nueva York, Random House.
Ericsson, K. A. (2002), Attaining Excellence through Deliberate Practice: Insights from the Study of Expert Performance, in M. Ferrari (ed.), The Pursuit of Excellence through Education, Mahwah, NJ, Lawrence Erlbaum Associates, pp. 21-55.
Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (2006), The Cambridge Handbook of Expertise and Expert Performance, Cambridge, Cambridge University Press.
Feinstein, L., Budge, D. , Vorhaus, J., & Duckworth, K. (2008), The Social and Personal Benefits of Learning: A Summary of Key Research Findings, Londres, Institute of Education, University of London.
Fitzpatrick, M. D., Grissmer, D., & Hastedt, S. (2011), What a Difference a Day Makes: Estimating Daily Learning Gains During Kindergarten And First Grade Using A Natural Experiment, Economics of Education Review, 30 (2): 269-279.
Fullan, M., & Stiegelbauer, S. (1991), The New Meaning of Educational Change, Londres, Cassell.
Gladwell, M. (2008), Most Likely to Succeed, New Yorker, 15 de dezembro, pp. 3642.
Goldhaber, D. D., Goldschmidt, P., & Tseng, F. (2013), Teacher Value-added at the High School Level: Different Models, Different Answers? Educational Evaluation and Polietj Analysis, 35 (2): 220-236.
Goos, M., & Manning, A. (2007), Lousy and Lovely Jobs: The Rising Polarization of Work in Britain, Review of Economics and Statistics, 89 (1): 118-133.
Grabner, R. H., Stern, E., & Neubauer, A. C. (2007), Individual Differences in Chess Expertise: A Psychometric Investigation, Acta Psychologica, 124 (3): 398-420.
Hamre, B. K., & Pianta, R. C. (2005), Academic and Social Advantages for At-Risk Stu dents Placed in High Quality First Grade Classrooms, Child Development, 76 (5): 949-967.
Hanushek, E. A. (1971), Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data, American Economic Review, 61 (2): 280-288.
Hanushek, E. A. (2004), Some Simple Analytics of School Quality, NBER Working Paper W10229, Washington, D. C., National Bureau of Economic Research.
Hanushek, E. A. (2010), Teacher Deselection, en D. Goldhaber y J. Hannaway (comps.), Creating a New Teaching Profession, Washington, D. C., Urban Institute Press, pp. 165-180.
Hanushek, E. A. (2011), The Economic Value of Higher Teacher Quality, Economics of Education Review, 30 (3): 466-479.
Hanushek, E. A., & Steven G. R. (2006), Teacher Quality, en Handbook of the Economics of Education, Elsevier.
Hanushek, E. A., & Woessmann, L. (2010), The High Cost of Low Educational Perfor mance: The Long-Run lmpact of lmproving PISA Outcomes, París, OCDE.
Harris, D. N., & Sass, T. R. (2007), Teacher Training, Teacher Quality and Student Achievement, vol. 3, Washington, D. C., National Center for Analysis of Longitudinal Data in Education Research.
Holt, R., & Winston. Atteberry, A., et al. (2013), Do First Impression Matter? lmprovement in Early Career Teacher Effectiveness, Panel III: New Research on Training, Growing and Evaluating Teachers, Center for Analysis of Longitudinal Data in Education Research (CALDER), Conference, Washington, D. C.
Ireland (2012). International Review Panel on the Structure of Initial Teacher Education Provision in Ireland. Dublín, Department of Education and Skills.
Johnson, G. (1996), Fire in the Mind: Science, Faith and the Search for Order, Londres, Viking.
Kane, T. J., & Staiger, D. O. (2012), Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains, Redmond, WA, Bill and Melinda Gates Foundation.
Kluger, A. N., & DeNisi, A. (1996), The Effects of Feedback Interventions on Performance: A Historical Review, A Meta-Analysis, and a Preliminary Feedback Intervention Theory, Psychological Bulletin, 119 (2): 254-284.
Kulhavy, R. W. (1977), Feedback in Written lnstruction, Review of Educational Research, 47 (2): 211-232.
Marzano, R. J., & Toth, M. D. (2012), Teacher Evaluation that Makes a Difference: A New Model for Teacher Growth and Student Achievement, Alexandria, VA, ASCD.
McCaffrey, D., Sass, T. R., & Lockwood, J. R. (2008), The Intertemporal Stability of Teacher Effect Estimates, Nashville, TN, NCPI Working Paper No. 2008-22.
McGaw, B. (2008), 11The Role of the OECD in International Comparative Studies Of Achievement, Assessment in Education: Principles Policy and Practice, 15 (3): 223243.
Messick, S. (1988), 11The Once and Future Issues of Validity: Assessing the Meaning and Consequences of Measurement, en H. Wainer y H. l. Braun (comps.), Test Validity, Hillsdale, NJ, Lawrence Erlbaum Associates, pp. 33-45. OCDE
Messick, S. (2013a), Education at a Glance, Paris, OCDE.
Messick, S. (2013b), What Teachers Know and How that Compares with College Graduates Around the World, Education Today. Disponivel em http://oecdeducationtoday.blogspot.com/2013/11/what-teachers-know-and-how-that.html
Pfeffer, J. (1998), Seven Practices of Successful Organizations, California Management Review, 40 (2): 96-124.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005), Teachers, Schools and Academic Achievement, Econometrica, 73 (2): 417-458.
Rockoff, J. E., & Speroni, C. (2011), Subjective and Objective Evaluations of Teacher Effectiveness: Evidence from New York City, Labour Economics, 18 (5): 687-696.
Rowe, K. J. (2003), The Importance of Teacher Quality as a Key Determinant of Students Experiences and Outcomes of Schooling, documento apresentado na ACER Research Conference, Melbourne, Australia. Acesso em novembro de 2013 de https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_rowe2003.pdf
Ruiz-Primo, M. A., & Li, M. (2013), Examining Formative Feedback in the ClassroomContext: New Research Perspectives, in J. H. McMillan (comp.), Sage Handbook of Research on Classroom Assessment, 2a ed., Thousand Oaks, CA, Sage, pp. 215-232.
Sadler, D. R. (1989), Forma ti ve Assessment and the Design of Instructional Systems, Instructional Sdence, 18: 119-144.
Santiago, P., & Benavides, F. (2009), Teacher Evaluation: A Conceptual Framework and Examples of Country Practices, París, OCDE.
Sartain, L., Stoelinga, S. R., Brown, E. R., Luppescu, S., Matsko, K. K. M., Miller, F. K., Durwood, C. E., Jiang, J. Y., & Glazer, D. (2011), Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation, Chicago, IL, Consortium on Chicago School·Research.
Scriven, M. (1967), The Methodology of Evaluation, en R. W. Tyler, R. M. Gagné y M. Scriven (comps.), Perspectives of Currículum Evaluation, vol. 1, Chicago, IL, Rand McNally, pp. 39-83.
Skinner, B. F. (1968), The Technology of Teaching, Nueva York, Appleton-Century-Crofts.
Slater, H., Davies, N., & Burgess, S. (2008), Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England, vol. 09/212), Bristol, Inglaterra, University of Bristol, Institute of Public Affairs.
Slavin, R. E. (1995), Cooperative Learning: Theory, Research and Practice, 2a ed., Boston, MA, Allyn & Bacon.
Springer, M. G., Ballou, D., Hamilton, L., Le, V.-N., Lockwood, J. R., McCaffrey, D., Pepper, M. & Stecher, B. M. (2010), Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching, Nashville, TE, National Center on Performance Incentives at Vanderbilt University.
Wiener, N. (1948), Cybernetics, or Control and Communication in the Animal and the Machine, Nueva York, John Wiley & Sons.
Wiener, N. (1950/1989), The Human Use of Human Beings: Cybernetics and Society, Londres, Free Association Books.
Wiliam, D. (1994), Assessing Authentic Tasks: Alternatives to Mark-Schemes, Nordic Studies in Mathematics Education, 2 (1): 48-68.
Wiliam, D. (2010), Standardized Testing and School Accountability, Educational Psychologist, 45 (2): 107-122.
Wiliam, D. (2011a), How Do We Prepare Students for a World We Cannot Imagine? documento presentado en el Salzburg Global Seminar, Salzburgo, Austria. Acesso em junho de 2012 de http://www.dylanwiliam.net
Wiliam, D. (2011b), What is Assessment for Leaming? Studies in Educational Evaluation, 37 (1): 2-14.
Wiliam, D. (2012), Sustaining Formative Assessment with Teacher Learning Communities, Seattle, WA, Kindle Direct Publishing.
Wiliam, D., & Black, P. J. (1996), Meanings and Consequences: A Basis for Distinguishing Formative and Summative Functions of Assessment? British Educational Research Journal, 22 (5): 537-548.
Wiliam, D., &Thompson, M. (2008), Integrating Assessment with Instruction: What Will It Take to Make It Work? in C. A. Dwyer (ed.), The Future of Assessment: Shaping Teaching and Learning, Mahwah, NJ, Lawrence Erlbaum Associates, pp. 53-82.
Wiliam, D., Lee, C., Harrison, C., & Black, P. J. (2004), Teachers Developing Assessment for Learning: impact on Student Achievement, Assessment in Education: Principles Policy and Practice, 11 (1): 49-65.
Winters, M. A., & Cowen, J. M. (2013), Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies, Educational Researcher, 42 (6): 330-337
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2019 Linhas Críticas
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License, o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
