… ou últimas leituras.
Tenho perfeita consciência de que, nesta paragem do Natal, não fiz tantas leituras quanto devia. No entanto, tenho procurado, em cada artigo que vou lendo, deixar aqui um pequeno registo.
Um dos últimos foi:
“Computer-based Assessment of Problem Solving Competence” de J. Wirth e E. Klieme, publicado no nº 3 do 10º volume de Assessment in Education.
No âmbito do tão famoso PISA, este dois investigadores alemães estudaram a competência de resolução de probelamas avaliada quer através de testes convencionais quer com o auxílio das novas tecnologias. Aqui ficam alguns excertos:
“(…) problem solving was defined as a cognitive process that includes goal-oriented thinking and action in situations where no routine solution procedure is available.” (p. 330)
“Six component parts of most of the problem solving processes described can be identified in the literature about cognitive and metacognitive aspects of problem solving (…):
1. Searching for, structuring, representing and integrating information
2. Reasoning, based on a situational model
3. Planning actions and steps in the solution process
4. Executing and evaluating actions
5. Continuously processing external information and feedback
6. Optimising by learning and applying strategies.” (pp. 330-331)

Além de continuar a preparar o site das aulas de TIC, li o artigo “Using computers to assess New Educational Goals” de Jim Ridgway e Sean McCusker publicadon na revista Asessment in Education (vol, 10, nº 3 de Novembro de 2003).
A destacar a referências às teorias de Vygotsky noemadamente no seguinte segmento:

“(...) education should focus on developing those intellectual tools which give individuals most powerover their environment, and that students should be made aware of the uselfulness of the tools they are acquiring, in order that they see the reason to invest intellectual effort in the acquisition of theese tools.” (p. 311)

Além disso, é sem dúvida útil a listagem dos novos objectivos educacionais:
– “promoting meta-knowledge”
– “using new representations and symbol systems”
– “finding rules and relationships”
– “constrained decision making”
– “handling complex data”
– “modelling complex processes and problems”.

Por fim, a visita à International Society for Tecnology in Education e a descoberta de que de 5 a 7 de Julho de 2006 irá realizar-se 27th annual National Educational Computing Conference. No Programa fica a referência: “

K–12 Teachers will…

• Learn to integrate technology standards across content and into assessment practices.
• Develop strategies to boost outcomes for traditionally underserved learners.
• Participate in active, authentic learning environments and share stories and resources.“

Nota: no website da ISTE, encontramos recursos para a educação, noemadamente sobre Avaliação e uso das Tecnologias. Ver aqui.

Do artigo “Implementig formative assessment in engineering education: the use of the online assessment sustem Étude” de Sofia Dopper e Ellen Sjoer publicado no European Journal of Engineering Education, Vol. 29, Nº 2, Junho de 2004:
“The aim of formative assessment is to gain insight in students’ strong and weak points with the ultimate goal of getting rid of the weak points (Boston, 2002). Based on the literature, we emphasize three benefits of formative assessment. First, frequent formative assessments provide information on a regular basis for both teachers and students to monitor the learning process and intervene at an early stage. Second, high-qualiy formative assessment includes adequate feedback (Higgiens et. al. 2002). When feedback provides specific comments about errors and specific suggestions for improvement, it helps students to learn from their mistakes and guides them through actions necessary for improvement. Third, formative assessment can help in meeting a student’s individual needs.” (pp. 260-261).

Através do utilíssimo Aprender com e da sua referência ao projecto DigiFOLIO, conheci esta súmula de páginas sobre E-Assesment: “Using Technology to Support –Alternative Assessment and Electronic Portfolios“. A rever com atenção!

Guardo aqui a primeira versão da Bibliografia da minha Tese. São cerca 135 itens dos quais ainda devo ler 20. Ufa!

The Power of the Internet for Learning: Final Report of Web-Based Education Commission.

“Learning Online: Extending the Meaning of Community[downloadable files] PDF(134K). A Review of Three Programs From the Southeastern United States. NCAL, 1999. Describes the general features of “online learning communities,” and then highlights three organizations that demonstrate these features.” download nesta data, deste endereço:http://www.literacyonline.org/products/ncal/pdf/TR9901.pdf.

“…Assessing the Impact of Technology in Teaching and Learning: A Sourcebook for Evaluators. Institute for Social Research, University of Michigan, 2002. The Sourcebook provides an overview of measurement issues in seven areas, from learner outcomes to technology integration. A collection of appendices includes examples of measures used in a variety of technology projects previously funded by the Institute of Education Sciences (IES) (formerly the Office of Educational Research and Improvement (OERI)” que encontrei referenciado aqui.

Descobri há pouco mas parece que poderá vir a ser útil:
“The teacher’s Internet user guide” – Online Resources for Assessment.

Encontrei, há dias, uma série de artigos bastante úteis sobre a Avaliação no contexto do uso dos computadores na sala de aula. No final, cada um deles apresenta uma série de referências que convem consultar.
De “Critical Issue: Using Technology to improve student achievement” consultar aqui.