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A avaliação utilizando este modelo aparece nos documentos do International Baccalaureate; discutindo o assunto com a minha colega Ana Pinto, no final de maio, verifiquei que realizava a avaliação das apresentações orais de inglês utilizando um modelo semelhante que construiu a partir de várias referências bibliográficas relacionadas com a didáctica do inglês. A necessicidade de explicitar aos alunos porque é que um determinado aspecto da sua apresentação era classificado com um determinado nível numa escala de fraco a excelente esteve na genese deste documento. A Ana começou a utilizar esta estratégia no ano lectivo 2016/2017 e considera que os alunos minimamente empenhados evoluiram mais rapidamente no seu desempenho tendo alcançado melhores resultados do que em anos anteriores. Na sequência de pesquisas sobre PBL encontrei o Science Education Center  do Carlton College (https://serc.carleton.edu/index.htm ), SERConde esta abordagem se encontra explicada, nomeadamente pela docente Diane Ebert-May (ver post seguinte) l

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Diane Ebert-May - University Distinguished Professor | MSU Video

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Professor, Department of Plant Biology, College of Natural Science

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Este documento deve ser fornecido aos alunos antes da realização da actividade de modo a que este tomem conhecimento do que é expectável para o seu desempenho. A Ana Pinto também o faz

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CL-1: Field-tested Learning Assessment Guide (FLAG): CATs: Scoring Rubrics

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WHAT IS A RUBRIC? Rubrics (or " scoring tools") are a way of describing evaluation criteria (or " grading standards") based on the expected outcomes and performances of students. Typically, rubrics are used in scoring or grading written assignments or oral presentations; however, they may be used to score any form of student performance.

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assessment

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Why we assess learning has been a philosophical discussion happening in education on many different levels. Whatever the case may be, what we do know for certain is that it is only the learners, and not the teacher, who create learning. It is the teacher's role to guide the learning process by responding to their learner's performance. This happens through designing the very best kinds of modern learning assessment possible and using it to help students improve and excel as they learn.

So how do we succeed at providing the kind of modern learning assessment that is most beneficial to our learners? Let's begin our exploration with a breakdown of the term itself:

Modern-creative, effective, and highly relevant; takes into consideration the most current information on how students learn best.

Learning-an ongoing process as opposed to summative assessment; it is about how the child learns, and not necessarily about the content itself.

Assessment-must be for the child to take ownership of his or her own progress; at the same time, it gives the teacher information on redirection for the next lesson.

Designing a Modern Learning Assessment

We visited Vanessa Bianchi's blog The Evolving Educator where we found a great article entitled Assessment in a Modern Learning Context. She provides a great analogy using Blockbuster and Netflix.

Blockbuster made money by charging late fees to their customers (like a 'pen-and-paper timed test' where points are taken away for wrong answers) as opposed to Netflix, who made money via buy-in by members (as in trusting students to access what they need when they need it). As we all know well, Blockbuster is no longer around.

For another project, Ms. Bianchi used 3 programs: Trello, Evernote and Google Drive. The goal was to track progress in real time and allow students to critique each other's work. Each of these online devices is collaborative and made for sharing work and creating valuable discussion on projects.

Here are some other examples Vanessa provided in her article:

Paired Problem Solving-"Students are paired and given a series of problems. The two students are given specific roles that switch with each problem: Problem Solver and Listener. The problem solver reads the problem aloud and talks through the solution to the problem. The listener follows all of the problem solver's steps and catches any errors that occur."

Gallery Walk-Students walk throughout the classroom observing a gallery of student work or examples of images from study material for a particular project. "They work together in small groups to share ideas and respond to meaningful questions, documents, images, problem-solving situations or texts."

Math Congress-Student groups or pairs prepare by posting their solution and decide what to share with the rest of the class. While students are writing out their solutions, we as teachers need to be aware of students' use of different ideas. Acting as a mediator in a Congress, the teacher asks meaningful questions to spark discussion such as:

What is similar and what is different between the different solutions presented?

Why or why doesn't this strategy work?

Twitter-Using Twitter, teachers can easily and quickly assess students' understanding. Have them tweet what they learned, perhaps using it as an exit slip.

QR Codes-Quick Response codes are being used more frequently. Perhaps you've seen them at your local museum where you could simply scan the pattern with your cell phone and you will be brought to an outside link that has more information about the work of art. Bianchi says, " In my classroom, we used QR Codes to create an Audit Trail of our understanding of Fractions. Each code provides a glimpse at a child's questions, wonderings, or discoveries around fractions. It is a quick and easy way to quiz what a child is retaining, and to bring others into the discussion."

What Else Do We Consider?

1. If you use technology, it should not get in the way of the assessment. If kids are stuck on how to use something, then results could be skewed. Imagine yourself going to vote for a political candidate and not having clear instructions on how to use the ballot. Carefully vet tech tools and look for clear directions. Work the process yourself several times, and get somebody to use it before going live.

2. Students need to be able to receive instant and relevant feedback. Tech can sometimes do this quicker for a teacher skilled in its use. Other less-tech solutions that provide instant feedback by their peers are kids working in pairs, gallery walks, etc.

3. Allow kids to determine what's next for themselves. Any homework that the child deems necessary has a better chance of being done than an arbitrary declaration of assignment by the teacher. Work together with students on this to guide them in seeing where they may most need improvement, and allow them to think critically about how they want to make that happen.

4. Explore what we call "heartwork." By taking a stake in each other's work as a team, assessment becomes helpful feedback between students that genuinely want their peers to do well. This can be achieved through supervised collaboration as well as mindfulness practices on tolerance and acceptance of differing views.

In good modern learning assessment, students gain instant feedback. They are not penalized for mistakes and they are given a chance to apply changes as needed. This type of assessment lends itself well to making the thinking process visible. While pen-and-paper quizzes have their place, it is the Inquiry-based learning approach that drives modern learning assessment to showcase that students are "pushing beyond rote knowledge."
If you want to find out more about how to excel with modern learning assessment, take a look at our bestselling book Mindful Assessment: The 6 Essential Fluencies of Innovative Learning.
Additional Reading

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4 Things That Will Improve Any Modern Learning Assessment

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Why we assess learning has been a philosophical discussion happening in education on many different levels. Whatever the case may be, what we do know for certain is that it is only the learners, and not the teacher, who create learning. It is the teacher's role to guide the learning process by responding to their learner's performance.

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Física e Química

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SERC

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"Learning increases when learners have a sense of what they are setting out to learn, a statement of explicit standards they must meet and a way of seeing what they have learned." Loaker, Cromwell and…

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plus ça change, plus c’est la même chose
There was never a time in history in which “ability to work in a team, problem solve on the fly, and apply creative solutions” were not significant advantages in the work world.  These are not new features.
Larry Sanger co-fundador da wikipedia

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I've got to stop blogging quite so much, but I couldn't let this pass without comment.

One would expect Steve Wheeler, Associate Professor of learning technology at Plymouth University in England, to be plugged into and more or less represent the latest academic trends in education technology. If so, I'm a bit scared.

I came across Prof. Wheeler's blog post from yesterday, " Content as curriculum?" If I had wanted to create a parody of both kinds of anti-intellectualism I've mentioned recently- among geeks and among educationists -I couldn't have invented anything better. Wheeler hits many of the highlights, repeating the usual logical howlers as if they were somehow deeply persuasive. While I've already debunked a lot of this elsewhere, I thought it would be instructive to see that I have not, in fact, exaggerated in my characterization of the anti-intellectualism of some educationists.

Wheeler's post is so interesting and provocative, I'm going to go through line-by-line.

I think it's about time we reconsidered the way curricula in schools are presented. The tired, just in case model of curriculum just doesn't make sense anymore. Content is still very much king in schools, because 'content as curriculum' is easy and cost effective to deliver, and that is what most governments require and impose.

"Curriculum" is a very slippery term. Wheeler here appears to mean "whatever can be taught." Later, he later brings out a distinction, familiar to philosophers, between declarative knowledge (knowledge that, "I know that 2+2=4") and procedural knowledge (knowledge how, "I know how to ride a bicycle"). Wheeler's main thesis seems to be that schools should concentrate on teaching procedural knowledge much more and declarative knowledge even less. So we can unpack the title of the blog post, "Content as curriculum?": he is skeptical that "content," or stuff that students might gain declarative knowledge of, should be the focus of the "curriculum," or what is taught. The curriculum, he seems to maintain, should be practice, skills-not content.

In other words, if you strip away the edu-speak, Wheeler is saying that students should be taught a lot less declarative knowledge. Since this is what we ordinarily mean by "knowledge," we can put it even more simply: Wheeler is opposed to teachers imparting knowledge.

Now, this might sound like a ridiculous oversimplification of Wheeler's views. But if so, that's not my fault, it's Wheeler's. If you read his blog post, you'll see that I'm not being uncharitable in my interpretation. I'm simply explaining what he means. If there were any doubts or question that he really means this, he makes it all too clear in the next paragraphs, as we'll see.

But most teachers will tell you it's not the best approach.

I'm sure that teachers would be surprised to learn that their peers believe it's "not the best approach" to use "content," or what can be learned as declarative knowledge, as the "curriculum." All I can say is, I hope he's wrong. To be sure, there are some teachers out there who have great contempt for books and what I would call substantial learning. But surely they are still a minority.

When I went to school I was required to attend classes in mathematics, English language and literature, science (physics, biology, chemistry), history, geography, music, art, Religious Education, craft and design, home economics, German and French - all just in case I might need them later in life. With the exception of a few subjects, my schooling didn't make that much sense to me.

...and it appears that how these traditional subjects are useful to him "later in life" still doesn't make sense to him. I'll enlighten him below.

Occasionally I hear someone saying "I'm glad I took Latin at school", and then arguing that it helped them to discover the name of a fish they caught whilst out angling on holiday. Well, knowing that thalassoma bifasciatum is a blue-headed wrasse may be wonderful for one's self esteem. It may impress your friends during a pub quiz, but it won't get you a job.... and was it really worth all those hours learning how to conjugate amo, amas, amat simply to be able to one day identify a strange fish, when all you need to do in the digital mobile age is Google it?

Here, finally, we get the hint of an argument: the reason that Latin, and presumably all those other subjects, are not "needed" in the curriculum is that we can Google that information. Actual knowledge of those subjects is not needed-because we've got Google.

But does he really mean that all those subjects he listed, and Latin, are not needed?

The question is, how much do children now need to learn in school that is knowledge based? Do children really need to know what a phrasal verb is, or that William Shakespeare died in 1616 when what they really need to be able to do is write a coherent and convincing job application or construct a relevant CV? We call this type of learning declarative knowledge, because it is 'knowing that' - in other words, the learning of facts. Yet, in a post-modernist world where all knowledge has become increasingly mutable and open to challenge, facts go quickly out of date. I was taught in school that there are nine planets orbiting the sun. Today it appears that Pluto is no longer a planet (but for me he will always be a cartoon dog). Is it Myanmar or Burma? I was told by my geography teacher it was Burma. Then she was right, now she is wrong. Just when did Mao Tse-tung change his name to Mao Zedong? And is the atom still the smallest object known to humankind? No. Now we have something called quantum foam. Apparently it's great for holding the universe together but pretty useless in a wet shave. You see, facts are changing all the time, and very little appears to remain concrete. So why are teachers wasting their own time, and that of the kids, teaching them facts which in a few years time may be utterly out of date?

Yep. He means it.

Now, look, I don't know how many times I need to repeat the arguments against this sort of nonsense-I think I did a pretty good job in " Individual Knowledge in the Internet Age "-but it won't hurt to rehearse a few of them briefly:

1. Much of the declarative knowledge that matters, and which requires time and energy to learn, is not of the sort that can be gained by looking it up in Google. You can read some quick analysis of the causes of the Great Depression, but you won't really know them until you've studied the subject.

2. Most accepted knowledge doesn't change, even over a lifetime. Fine, Pluto's no longer a planet. The others are. 99% of what we knew about the solar system 50 years ago has not been disconfirmed. Most new knowledge adds detail; it does not render old knowledge useless. (Besides, the professor would not be able to cite this as an example if he had not learned that Pluto was a planet; he couldn't be an articulate, plugged-in thinker without his "useless" declarative knowledge, which he could count on other educated people sharing.)

3. Understanding an answer usually requires substantial background knowledge. Suppose I want to know when Shakespeare died, and I find out that it is 1616. But suppose I haven't memorized any dates. Then this information, "1616," means absolutely nothing whatsoever to me. It is, at best, a meaningless piece of trivia to me. Only if I have studied enough history, and yes, memorized enough dates, will 1616 begin to have some significance to me. I wonder if Wheeler thinks the date doesn't matter, period, because Shakespeare doesn't matter, period. After all, if that date isn't important, is any important?

4. Most vocabulary is learned in context of copious reading. If schools start teaching "procedural knowledge" instead of "declarative knowledge," then the vocabulary and conceptual stockpile of students will be so poor that they can't understand the answers they Google. (They certainly wouldn't be able to understand this blog post.)

5. Finally, declarative knowledge is its own reward. Understanding the universe is a joy in itself, one of the deepest and most important available to us. You are a cretin if this point means nothing to you.

Mainly what I think is interesting here is that this is a professor of education, and he is espousing flat-out, pure, unadulterated anti-intellectualism. An educator opposed to teaching knowledge-it's like a chemist opposed to chemicals-a philosopher opposed to thinking. Beyond the sheer madness of the thing, just look at how simple-minded the argument is, and from what appears to be a rather distinguished academic. I actually find this rather sobering and alarming, as I said. It's one thing to encounter such sentiments in academic jargon, with sensible hedging and qualifications, or made by callow, unreflective students; it's another to encounter them in a heartfelt blog post in which, clearly, a serious theorist is airing some of his deeply-held views in forceful language.

Wheeler goes on:

Should we not instead be maximising school contact time by teaching skills, competencies, literacies? After all, it is the ability to work in a team, problem solve on the fly, and apply creative solutions that will be the common currency in the world of future work. Being able to think critically and create a professional network will be the core competencies of the 21st Century knowledge worker. Knowing how - or procedural knowledge - will be a greater asset for most young people. You see, the world of work is in constant change, and that change is accelerating.

There was never a time in history in which "ability to work in a team, problem solve on the fly, and apply creative solutions" were not significant advantages in the work world. These are not new features.

Another point that seems to be completely lost on those who make such sophomoric arguments as the above is that having a deep well of conceptual understanding is itself absolutely necessary to the ability to "work in a team, problem solve on the fly, and apply creative solutions." It's even more important for the ability to "think critically." This is why philosophy graduates famously excel in the business world. They are trained to think through problems. Difficult problem solving requires abstract thinking, and the only way to train a person to think effectively and abstractly is by tackling such difficult academic subjects as science, history, classic literature, and philosophy. Besides, the skills and knowledge learned in these subjects frequent provide a needed edge in fields that require a mathematician's accuracy, a historian's eye to background, a litterateur's or psychologist's grasp of human nature, or a philosopher's clarity of thought.

Besides, not only has declarative knowledge mostly not changed, procedural knowledge changes much faster-which is probably part of the reason it was not taught in schools, for a long time, apart from a few classes. The specific skills for the work world were, and largely still are, learned on the job. So let's see, which would have been better for me to learn back in 1985, when I was 17: all the ins and outs of WordPerfect and BASIC, or U.S. History? There should be no question at all: what I learned about history will remain more or less the same, subject to a few corrections; skills in WordPerfect and BASIC are not longer needed.

My 16 year old son has just embarked on training to become a games designer. If, when I was his age I had told my careers teacher that I wanted to be a games designer, he would have asked me whether I wanted to make cricket bats or footballs. Jobs are appearing that didn't exist even a year or two ago. Other jobs that people expected to be in for life are disappearing or gone forever. Ask the gas mantel fitters or VHS repair technicians. Ask the tin miners, the lamplighters or the typewriter repair people. Er, sorry you can't ask them. They don't exist anymore.

I don't quite understand Wheeler's point here. His 16-year-old son is training to become a games designer, at an age when Wheeler and I were spending our time learning "mathematics, English language and literature, science (physics, biology, chemistry), history, geography, music, art," etc. By contrast, his son's early training in games design is supposed to help him in twenty or thirty years-when games will be exactly the same as they are today? I thought the point was that things like game design change very fast. Well, I don't know his circumstances, but my guess is that his son would be better off learning the more abstract, relatively unchanging kind of knowledge, providing a foundation, or scaffolding, that will make it easier to learn particular, changeable things later, as well as communicate more effectively with other well-educated people. Here I hint at another argument for declarative knowledge, E.D. Hirsch's: it provides us an absolutely essential common culture, which makes it possible for Wheeler and I to understand each other, at least as well as we do. Ask entrepreneurs you know and they'll tell you: the ability to communicate quickly, precisely, and in general effectively is a deeply important ability to have in a employee. You don't often gain that ability on the job; you develop it, or not, by studying various modes of communication.

Why do some teachers still provide children with answers when all the answers are out there on the Web? Contemporary pedagogy is only effective if there is a clear understanding of the power and efficacy of the tools that are available. Shakespeare may well have died in 1616, but surely anyone can look this up on Wikipedia if and when they need to find out for themselves? ...

Well, here's another puzzling thing to say. Teachers don't "provide children with answers." If they are doing their jobs properly, they are getting children to learn and understand the answers (and the questions). A teacher is not a search engine. Moreover, it's unconscionable that a trainer of teachers would pretend that what teachers do can be done by a search engine.

Get them using the digital tools they are familiar with to go find the knowledge they are unfamiliar with. After all, these are the tools they carry around with them all the time, and these are the tools they will be using when they enter the world of work. And these are the tools that will mould them into independent learners in preparation for challenging times ahead.

"Digital tools" will "mould them into independent learners"? I've heard a lot of things about digital tools, but never that they would make an independent learner out of a student.

If you want to make an independent learner, you have to get them, at a minimum, interested in the world around them-in all of its glorious aspects, preferably, including natural, social, political, mathematical, geographical, philosophical, and so forth. If they aren't interested in those rich, fascinating aspects of the world-and why should they be, if their teachers dismiss such knowledge as "useless"?-they'll no doubt only be interested in the easiest-to-digest entertainment pablum. Why think they'll get very interested in how to build software if they haven't been led to be curious about the facts about how software, or the world generally, works? Surely Wheeler's son has learned some facts that have provided essential scaffolding for his interest in computer programming.

I don't think digital tools, and the mere ability to use them, will make curious, independent learners out of people all by themselves. Most of all, we need exposure to the content of thought, concerning the natural world and our place in it; then we need to be given the freedom to seek out the answers on our own time. I don't support the idea of spoon-feeding information-that's what poor teachers do, as well as search engines, come to think of it. I think students should be challenged to read deeply and reflect on what they read. That's the tried and true way to make a curious, independent learner.

We need to move with the times, and many schools are still lagging woefully behind the current needs of society. Why do we compartmentalise our subjects in silos? When will we begin to realise that all subjects have overlaps and commonalities, and children need to understand these overlaps to obtain a clear and full picture of their world. Without holistic forms of education, no-one is going to make the link between science and maths, or understand how art or music have influenced history. Some schools such as Albany Senior High School in Auckland are already breaking down the silos and supporting learning spaces where students can switch quickly between 'subjects' across the curriculum. Other schools are beginning to realise that ICT is not a subject and shouldn't be taught, but is best placed as embedded across the entire curriculum.

To answer Wheeler's no doubt rhetorical question, we study various special subjects independently for the reason that there is no other efficient way to learn those subjects. To be sure, it makes sense to learn the humanities all together, in historical order. Other subjects might, perhaps, be usefully combined. But if you make a big melange of it, you'll find that the subjects simply can't be mastered nearly as quickly. You have to spend a significant amount of time on a subject before the neurons really start firing. If you're always skipping around from this to that, on the basis of rough analogies and not more substantive conceptual relationships (as become clear when you study anything systematically), you never get the extremely significant advantages that accrue from studying things that are conceptually closely related at about the same time.

But if, like Wheeler, you don't think that declarative knowledge of academic subjects is especially important, and you can't grasp what importance abstract conceptual dependencies might have for enhancing understanding, communication, and curiosity, then, no. You might not think there's any point in focusing on particular subjects.

So, no, "moving with the times" does not require that our children arrive at adulthood as ignoramuses.

It's about time we all woke up and realised that the world around us is changing, and schools need to change too. After all, the school still remains the first and most important place to train and prepare young people for work. If we don't get it right in school, we are storing up huge problems for the future. Education is not life and death. It's much more important than that.

Didn't Wheeler ever learn plus ça change, plus c'est la même chose in his French class? The pace of change has been increasing, no doubt. But the world has been changing fairly quickly for the last 150 years, and one of the classic arguments for liberal arts education-something that I can't imagine Wheeler actually endorsing, given what he's written-is precisely that the liberal arts enable us to deal with such changes by giving us a solid foundation, a mature (not to say perfect or unchanging) comprehension of the natural and social world. They also give us the ability to think and communicate more deeply and accurately about new and changing things.

A student well educated in the liberal arts, who has "memorized"-and really understood-a boatload of "mere facts," will be far better prepared to meet the changes of the coming century than someone who is well trained in the use of digital technology to talk at random about things of which he has been left tragically ignorant.

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Larry Sanger Blog " On educational anti-intellectualism: a reply to Steve Wheeler

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The Failure of Citizendium " UK Web Focus

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when we speak about inquiry based learning < Richard Olsen

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Drill Classes? Really - in the age of web 2.0? | Carl Gombrich

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Larry Sanger Blog " Why is spaced repetition not better known?

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The Future Part 6: Does New Technology Mean We Don't Need to Know Anything? " Scenes From The Battleground

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Larry Sanger Blog " Some unpopular opinions

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Larry Sanger Blog " Some unpopular opinions | The Echo Chamber

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Larry Sanger Blog " Why study higher mathematics and other stuff most people don't use in everyday life? | The Echo Chamber

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An example of educational anti-intellectualism

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I've got to stop blogging quite so much, but I couldn't let this pass without comment. One would expect Steve Wheeler, Associate Professor of learning technology at Plymouth University in England, to be plugged into and more or less represent the latest academic trends in education technology. If so, I'm a bit scared.

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os 6 problemas do nosso sistema de ensino

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os 6 problemas do nosso sistema de ensino

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este vídeo tem aparecido várias vezes quando se fala de uma nova forma de pensar a escola. Está muito bem feito mas julgo que o devemos ver com um olhar critico: é na prática um spot publicitário a uma escola privada, financiada por uma "fundação" de um grupo imobiliário indiano https://www.nextschool.org/about-us/.
O site da escola tem uma séri de afirmações muito bem escritas sobre o que deverá ser o ensino no século XXI mas na prática não responde a uma série de questões: qual os conteúdos serem abordados nos diferentes anos (o clássico "programa" de antigamente), qual a carga horária e a sua distribuição ao longo sa semana, quais os critérios de avaliação para as diferentes àreas (confrontemos com o que se passa nas escolas portuguesas em que mal ou bem esses critérios aparecem nas páginas de um respeitável nº de agrupamentos), qual o número de alunos da escola e por ano de escolaridade e/ou professor num dado tempo de aprendizagem, ...

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Aparentemente este termo foi cunhado em 2001 por Marck Prensky (https://en.wikipedia.org/wiki/Marc_Prensky). Mas existem muitos autores que refutam as suas ideias (ver em baixo). Faz lembrar o debate sobre o que é uma boa alimentação (mediterrânica, vegan, paleo, sem leite, sem glúten, ...)

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"'Technology and society: Is it really helpful to talk about a new generation of "digital natives" who have grown up with the internet?'". The Economist. March 4, 2010

vale a pena ler os comentários, destaco um pelo humor
The only noticeable differences of this so called digital generation are:
plagiarism is a right,
cut-and-paste is writing,
uncritical thinking is cool,
attention deficit is a virtue,
incoherent thought is also cool,
being smart is dumb,
swearing often is natural,
being polite is stupid,
form over substance is IT.

What a great generation for humanity!

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THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people-roughly, those born between 1980 and 2000-there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way. Growing up with the internet, it is argued, has transformed their approach to education, work and politics.

"Unlike those of us a shade older, this new generation didn't have to relearn anything to live lives of digital immersion. They learned in digital the first time around," declare John Palfrey and Urs Gasser of the Berkman Centre at Harvard Law School in their 2008 book, "Born Digital", one of many recent tomes about digital natives. The authors argue that young people like to use new, digital ways to express themselves: shooting a YouTube video where their parents would have written an essay, for instance.

Anecdotes like this are used to back calls for education systems to be transformed in order to cater to these computer-savvy students, who differ fundamentally from earlier generations of students: professors should move their class discussions to Facebook, for example, where digital natives feel more comfortable. "Our students have changed radically. Today's students are no longer the people our educational system was designed to teach," argues Marc Prensky in his book "Digital Natives, Digital Immigrants", published in 2001. Management gurus, meanwhile, have weighed in to explain how employers should cope with this new generation's preference for collaborative working rather than traditional command-and-control, and their need for constant feedback about themselves.

But does it really make sense to generalise about a whole generation in this way? Not everyone thinks it does. "This is essentially a wrong-headed argument that assumes that our kids have some special path to the witchcraft of 'digital awareness' and that they understand something that we, teachers, don't-and we have to catch up with them," says Siva Vaidhyanathan, who teaches media studies at University of Virginia.

Michael Wesch, who pioneered the use of new media in his cultural anthropology classes at Kansas State University, is also sceptical, saying that many of his incoming students have only a superficial familiarity with the digital tools that they use regularly, especially when it comes to the tools' social and political potential. Only a small fraction of students may count as true digital natives, in other words. The rest are no better or worse at using technology than the rest of the population.

Writing in the British Journal of Education Technology in 2008, a group of academics led by Sue Bennett of the University of Wollongong set out to debunk the whole idea of digital natives, arguing that there may be "as much variation within the digital native generation as between the generations". They caution that the idea of a new generation that learns in a different way might actually be counterproductive in education, because such sweeping generalisations "fail to recognise cognitive differences in young people of different ages, and variation within age groups". The young do not really have different kinds of brains that require new approaches to school and work, in short.

What about politics, and the idea that, thanks to the internet, digital natives will grow up to be more responsible citizens, using their technological expertise to campaign on social issues and exercise closer scrutiny over their governments? Examples abound, from Barack Obama's online campaign to activism on Twitter. A three-year study by the MacArthur Foundation found that spending time online is "essential for young people to pick up the social and technical skills they need to be competent citizens in the digital age". But discussions about "digital citizens" run into the same problems as those about digital natives: there may simply be too much economic, geographic, and demographic disparity within this group to make meaningful generalisations.

After all, not everyone born between 1980 and 2000 has access to digital technology: many in the developing world do not. It is true that the internet can provide an outlet for political expression for people living under repressive regimes. But those regimes are also likely to monitor the internet closely. And in some cases there is, in effect, a new social contract: do what you like online, as long as you steer clear of politics. Government-controlled internet-access providers in Belarus, for example, provide servers full of pirated material to keep their customers happy.
Activism or slacktivism?
There is also a feeling of superficiality about much online youth activism. Any teenager can choose to join a Facebook group supporting the opposition in Iran or the liberation of Tibet, but such engagement is likely to be shallow. A recent study by the Pew Research Center, an American think-tank, found that internet users aged 18-24 were the least likely of all age groups to e-mail a public official or make an online political donation. But when it came to using the web to share political news or join political causes on social networks, they were far ahead of everyone else. Rather than genuinely being more politically engaged, they may simply wish to broadcast their activism to their peers. As with the idea that digital natives learn and work in new ways, there may be less going on here than meets the eye.

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THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people-roughly, those born between 1980 and 2000-there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way.

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No dia 25 de maio tivemos uma troca de ideias muito proveitosa. Um dos aspectos que retive foi as dificuldades que se colocam no 1º ciclo.
Em linha com o discutido a autora  Catherine L’Ecuyer, citada num artigo do Observador, indica que "o excesso de estímulos associados às novas tecnologias inibem a curiosidade natural das crianças — em situações mais extremas pode dar-se o caso de as crianças passarem a depender de estímulos externos, sendo que o próximo passo é a adição e a perda da curiosidade que, por sua vez, dificulta o processo da aprendizagem. "

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Há mitos na educação que a ciência rejeita e que ajudam a propagar o vício precoce nas tecnologias digitais. Não, a criança não precisa de smartphones para estimular a sua "inteligência ilimitada".

Dois dos maiores investidores da Apple enviaram, esta semana, uma carta aberta à empresa com um pedido explícito e desconcertante: combater o crescente vício das crianças face ao uso do iPhone e da internet (redes sociais incluídas). A Jana Partners e o California State Teachers' Retirement System - que, juntos, controlam 2 mil milhões de dólares de ações da Apple - pediram a criação de ferramentas adequadas. Em resposta, um responsável de comunicação da gigante de tecnologia disse que a empresa "sempre se preocupou com as crianças e trabalha arduamente para criar produtos que inspirem, entretenham e eduquem as crianças ".

Nos últimos anos tem proliferado a ideia de que as aplicações e os dispositivos chamados "inteligentes" podem potenciar a inteligência das crianças - " ideia" porque, ao contrário do que se possa pensar, são muitas as teorias sem real base científica. Catherine L'Ecuyer, investigadora na área da educação e autora do novo livro Educar na Realidade, defende que as empresas que distribuem ferramentas digitais fazem-no sob a premissa de que estas promovem a estimulação precoce das crianças. "Dizem-nos que os nossos filhos têm um potencial ilimitado, que devemos aproveitar ao máximo a 'janela de oportunidade' dos três primeiros anos. Dizem-nos que estas aplicações se adaptam ao estilo de aprendizagem dos nossos filhos e ajudam a desenvolver cada um dos hemisférios cerebrais", escreve L'Ecuyer na nova obra.

As afirmações acima descritas - que a cultura popular ajudou a propagar - não passam de neuromitos, verdades infundadas, teorias com as quais a ciência não se identifica. Segundo a autora, grande parte da população não sabe que estes e outros argumentos de venda, que ajudaram a garantir o sucesso comercial de produtos tecnológicos, "carecem de fundamento educativo-científico".

Os neuromitos são aquilo que a OCDE descreve como "más interpretações geradas por um mau entendimento, uma leitura equivocada e, em alguns casos, uma deformação deliberada dos factos científicos com o objetivo de usar a investigação neurocientífica na educação e noutros contextos". São interpretações que ocorrem na literatura popular e que acabam por criar premissas falsas sobre as quais se constroem métodos educativos, diz a autora citada.

Os departamentos de marketing de muitas empresas de software e de hardware apropriaram-se deste mito [a criança só usa 10% do seu cérebro e tem uma inteligência ilimitada] para convencer os 'bons pais' a adquirirem os seus produtos para o bom desenvolvimento cerebral dos filhos", Educar na Realidade pág. 23

"A criança tem uma inteligência ilimitada" e "A criança só usa 10% do seu cérebro" são dois exemplos de neuromitos apresentados pela autora, que assegura que a sua rápida difusão resulta da "vaidade e da dificuldade em reconhecer as limitações humanas". L'Ecuyer cita o professor de neurociência cognitiva Barry Gordon, investigador na Universidade do Hospital Johns Hopkins, que assegura que "usamos, virtualmente, cada parte do cérebro" e que "quase todo o cérebro está ativo quase sempre". O neuromito apresentado difundiu-se a grande velocidade e prova disso é o estudo da Nature, de 2014, que mostrou que 48% dos professores ingleses (46% na Holanda, 50% na Turquia, 43% na Grécia e 59% na China) acreditavam nele.

How many of these are you hanging on to? "7 Common Neuromyths That Many Educators Believe" https://t.co/gig6T0i1Bb; the data behind this is interesting - I'm always surprised just how dominant the idea of learning styles is, for example - https://t.co/X426lDBEpX pic.twitter.com/DBzzxTpkph

- Rich Osborne (@richosborne) November 29, 2017

O mito de que utilizamos apenas 10% do cérebro, em particular, tem persistido ao longo dos anos. Em 2014 estreava nas salas de cinema o filme , interpretado por uma Scarlett Johansson cuja capacidade evolutiva do cérebro está no centro da história. "Estima-se que a maioria dos seres humanos use apenas 10% da capacidade cerebral. Imagine se conseguíssemos ter acesso a 100%. Aconteceriam coisas interessantes", é uma das falas no filme, uma deixa do professor Norman, interpretado por Morgan Freeman.

"Talvez o mito seja perpetuado porque as funções de que temos consciência - memória, capacidade cognitiva, visão ou linguagem - estão em regiões bem demarcadas no cérebro. Mas há muitas atividades comandadas pelo nosso cérebro que não são conscientes, como o equilíbrio ou o ritmo cardíaco", disse João Relvas, neurocientista no Instituto de Biologia Molecular e Celular, ao Observador em 2014. "Além disso, há muitas funções que não são exclusivas de uma única parte do cérebro."

José Ramón Gamo, neuropsicólogo infantil, e Carme Trindade, professora na Universidade Autónoma de Barcelona, são coatuores do livro Neuromitos en Educación. Citados pelo El País, escrevem que a "neurociência demonstrou que, na realização de tarefas, utilizamos 100% do nosso cérebro" e que "tecnologias como a ressonância magnética ajudaram a conhecer melhor os níveis de atividade cerebral e provaram que somente em casos de danos graves provocados por uma lesão cerebral é que se observam áreas inativas no cérebro".

Outro neuromito listado pela OCDE é aquele que defende que cada hemisfério é responsável por um estilo de aprendizagem diferente. Segundo a teoria da dominância cerebral, que carece de base científica, "as pessoas que usam mais o hemisfério direito são mais criativas e artísticas, enquanto as que usam mais o esquerdo são mais lógicas e analíticas". Escreve L'Ecuyer que são vários os estudos que descredibilizam esta teoria, ainda que haja atividades adjudicadas a mais um hemisfério do que a outro (como é o caso da linguagem face ao hemisfério esquerdo). Não só os estudos observam que o cérebro trabalha como um todo, como a autora assegura não existirem provas de dominância cerebral nas pessoas, "o que, supostamente, teria repercussões no estilo de aprendizagem".

A autora dá como exemplo um estudo de 2013, realizado a 1.000 pessoas dos 7 aos 29 anos, que não encontrou prova de dominância cerebral. O diretor do estudo e professor de neurorradiologia na Universidade do Utah, Jeff Anderson, disse: "A comunidade neurocientífica nunca aceitou a ideia de tipos de personalidade com dominância cerebral direita ou esquerda. Os estudos de lesões cerebrais não sustentam essa teoria, e a verdade é que seria altamente ineficaz se uma parte do cérebro fosse, sistematicamente, mais ativa do que outra".

Nem de propósito, em março do ano passado 30 académicos dos universos da neurociência, educação e psicologia assinaram uma carta publicada no britânico The Guardiam onde expressavam preocupação tendo em conta a popularidade do método de aprendizagem em causa. De acordo com o artigo, os cientistas apelavam para que os professores abandonassem este neuromito, já que ensinar as crianças de acordo com o "estilo de aprendizagem individual" não obtém melhores resultados e deve ser, por isso, posto de lado em detrimento de práticas baseadas em evidências científicas.

Neuromyths in Education, Part III: Right-brained vs. left-brained https://t.co/DCAvyaFRl1 pic.twitter.com/eONpQCpEGI

- Susan Timberlake (@STimberlakeMuse) December 1, 2017

Na mesma lógica, também se qualificam como neurotimos as seguintes premissas: " Um ambiente enriquecido aumenta a capacidade do cérebro para aprender" e "Os três primeiros anos são críticos para a aprendizagem, portanto, são decisivos para o desenvolvimento posterior". No livro, L'Ecuyer cita um artigo da Nature Review Neuroscience, de 2006, onde se lê:

"O mito do 'período crítico' sugere que o cérebro da criança não funcionará adequadamente se não receber a quantidade adequada de estímulos no momento correto. O ensino de algumas habilidades deve ocorrer durante esse período crítico, caso contrário a janela de oportunidade de educar estará perdida. O mito da sinaptogénese (processo de formação das sinpases no cérebro) promove a ideia de que se pode aprender mais se o ensino coincidir com os períodos deste processo. (...) É preciso eliminar estes mitos."

O principal argumento que suporta esta ideia falsa, escreve a autora, é a plasticidade do cérebro. "Isto é um facto, mas hoje sabemos que isto ocorre durante toda a vida e não apenas nos primeiros anos". No entanto, o verdadeiro problema, para L'Ecuyer, surge quando a sociedade dá mais importância ao ganho de conhecimento durante este período, feito sobretudo através do ecrã, em vez da dimensão afetiva. É importante relembrar que o bom desenvolvimento de uma criança não está diretamente relacionado com a quantidade de informação que recebe, mas sim com o modelo de vinculação que tem com o seu cuidador.

"Durante os primeiros anos de desenvolvimento, os padrões de interação entre a criança e o cuidador são mais importantes do que um excesso de estimulação sensorial. A investigação sobre a vinculação sugere que a interação interpessoal colaborativa, e não a estimulação sensorial excessiva, é a chave para um desenvolvimento saudável", diz Daniel Siegel, psiquiatra, biólogo, professor e membro executivo do Centro para a Cultura, o Cérebro e o Desenvolvimento da UCLA, citado no livro Educar na Realidade.

Já antes Catherine L'Ecuyer falou com o Observador, quando disse em entrevista que as crianças "estão a viver como pequenos executivos stressados", a propósito do livro Educar na Curiosidade. Nesta obra, que chegou no início de 2017 a Portugal, a autora defende que o excesso de estímulos associados às novas tecnologias inibem a curiosidade natural das crianças - em situações mais extremas pode dar-se o caso de as crianças passarem a depender de estímulos externos, sendo que o próximo passo é a adição e a perda da curiosidade que, por sua vez, dificulta o processo da aprendizagem.

Serve isto para explicar que na sua mais recente obra, L'Ecuyer explica que as crianças precisam, sobretudo, de estabelecer relações saudáveis com os seus cuidadores e que os ecrãs são, por vezes e de certa forma, um obstáculo à criação de laços vinculativos, sobretudo quando falamos da primeira infância. "O principal cuidador da criança é o intermediário entre a realidade e ela. Dá sentido às aprendizagens. Um ecrã não pode assumir esse papel porque não faz a calibragem da informação à criança."

Are smartphones the latest addiction to keep kids away from?
by @AlixHInes pic.twitter.com/IIOVnw0v0A

- Circa (@Circa) January 10, 2018

Para salientar a importância desta problemática, L'Ecuyer apresenta um estudo realizado no Reino Unido em 2012, que mostra que 27% das crianças dos 0 aos 4 anos usam computador e 23% usam a internet. A autora dá ainda conta de investigações que demonstra que "as crianças pequenas não aprendem palavras ou outros idiomas com os DVD, por muito 'educativos' que possam ser", e fala de estudos que estabelecem uma "relação entre o consumo dos DVD prentensamente educativos e uma diminuição no vocabulários dos bebés e no seu desenvolvimeno cognitivo". Não é por acaso que a Academia Americana de Pediatria recomenda que as crianças evitem o consumo de ecrãs até aos dois anos - para as crianças com mais de dois anos, a Academia recomenda limitar o consumo a menos de duas horas por dia.

Como estas investigações há outras. Aliás, os dois investidores da Apple que escreveram a já referida carta, publicada no início da semana em defesa das crianças, apoiaram-se em três estudos diferentes para o efeito, tal como escreve a Business Insider:

1. um estudo de 2014, que envolveu 100 pré-adolescentes, permitiu perceber que a metade que ficou sem acesso a tecnologia durante cinco dias teve ganhos significativos de empatia;

2. outro estudo, de 2017, teve por base um inquérito a 1.800 jovens adultos e encontrou uma relação linear entre a quantidade de redes sociais usadas e a fraca qualidade da saúde mental;

3. a última investigação citada determinou que 86% dos americanos admite verificar "constantemente" os dispositivos digitais, o que aumenta, na maior parte dos casos, o stress (o inquérito online foi feito a mais 3.500 pessoas com mais de 18 anos); e mais de metade dos pais questionados disse ter preocupações tendo em conta a influência das redes sociais na saúde física e mental dos filhos.

O tema da adição e das consequências associadas ao uso das novas tecnologias na primeira infância está na ordem do dia muito por causa da carta aberta dirigida à gigante Apple, que já fez diferentes meios de comunicação questionarem-se sobre o assunto. A CNN, por exemplo, dá voz a Michael Bociurkiw, escritor regular naquele meio, que passa a batata quente para as mãos da Apple, empresa que precisa de "garantir que as crianças deixem de se viciar nos smartphones". No artigo de opinão, Bociurkwi faz referência a mais estudos que mostram que as crianças de dois anos que usam tablets estão a ter problemas de concentração, dificuldades em mostrar empatia e até em ler expressões faciais. Em cima da mesa estão também consequências como a depressão e os diabetes, derivadas da imersão em ecrãs - os cenários descritos tendem a ser mais gravosos em famílias com menos posses.

Curiosamente, o britânico The Guardian recorda esta semana a entrevista que Steve Jobs deu em 2010 ao The New York Times, quando disse que os seus filhos não usavam o iPad. "Nós limitamos a quantidade de tecnologia que os nossos filhos usam em casa". À semelhança de Jobs, também o co-fundador do Twitter e o ex-editor da revista Wired limitam o tempo que os filhos passam de volta do ecrã. "É como Adam Alter escreve no seu livro Irresistible: 'Parece que as pessoas que criam produtos tecnológicos seguem a regra cardinal do tráfico de drogas - nunca consumir o próprio produto'", lê-se no The Guardian.

Quem também não deixa os filhos usar as redes sociais é Chamath Palihapitiya, ex-vice-presidente do Facebook para a área de expansão de utilizadores, que numa conferência na Stanford Graduate School of Business, em dezembro último, afirmou que as redes sociais, consideradas uma máquina que "explora vulnerabilidades na psique humana", estão "destruir as bases da sociedade".

Steve Jobs limited his kids' tech use, learn why: #kids #tech #stevejobs #iphone #ipad... http://t.co/xTdfNe6BUh

- Outi Kotala (@okotala) September 23, 2014

Numa situação sem precedentes, o relatório anual "Situação Mundial da Infância" da UNICEF, divulgado em dezembro de 2017, foi todo ele dedicado ao impacto da tecnologia digital nas crianças. Entre as principais conclusões encontram-se as seguintes ideias:

um em cada três utilizadores de internet no mundo é uma criança;

os jovens pertencem ao grupo mais conectado;

muitas crianças têm uma pegada digital ainda antes de conseguirem falar ou andar;

"A tecnologia digital pode ser uma mais-valia para crianças desfavorecidas, ao proporcionar-lhes novas oportunidades para aprender, socializar e até para se fazerem ouvir - ou pode ser mais uma linha divisória. Milhões de crianças são deixadas de fora de um mundo cada vez mais conectado".

Se em abril de 2013 a publicação The Atlantic falava numa geração "touch-screen", tendo em conta crianças pequenas, hoje em dia há quem fale numa "geração cordão", referindo-se a crianças e adolescentes que não se conseguem desligar. Sem diabolizar as novas tecnologias, duas psicólogas portuguesas - Ivone Patrão e Rosário Carmona e Costa, autoras dos livros #Geraçãocordão - A geração que não desliga! e iAgora? Liberte os seus Filhos da Dependência dos Ecrãs, respetivamente - chegaram a conversar com o Observador sobre a problemática do uso excessivo das novas tecnologias e a sua influência em diversos aspetos da vida dos mais novos - desde as relações sociais e familiares às novas formas de estudo.

À data, Ivone Patrão referiu um estudo do ISPA - Instituto Universitário, por ela orientado, que determinou que 25% dos adolescentes portugueses (tendo em conta uma mostra de três mil inquiridos) são viciados em tecnologia.

"Gostaríamos de acreditar que a nossa atenção é infinita, mas não é. Multitasking é um mito persistente. O que realmente fazemos é mudar rapidamente a nossa atenção de tarefa em tarefa", escreveu Maria Konnikova, autora do livro Mastermid: How to Think Like Sherlock Holmes, num artigo de opinião no The New York Times, datado de 2012. O estrangeirismo é utilizado para descrever a capacidade de fazer mais do que uma tarefa ao mesmo tempo e, se em tempos teve em voga, agora perde terreno para o monotasking, já considerado o termo do século XXI para prestar atenção.

Catherine L'Ecuyer concorda: no livro já citado, diz que a multitarefa é tida como uma crença popular que ganhou terreno na nossa sociedade, muito embora não passe de um mito - as crianças até podem ser nativas digitais mas, ao contrário do que os pais possam pensar, isso não faz delas forçosamente melhores na multitarefa do que os adultos. "Também eles [os nativos digitais] oscilam entre as diferentes atividades tecnológicas que realizam, e essa oscilação tem o mesmo custo que tem para os adultos", assegura L'Ecuyer.

E que custos são esses? De acordo com um estudo publicado em 2014, no Journal of Experimental Psychology, interrupções de apenas dois ou três segundos são o suficiente para os participantes duplicarem os erros cometidos durante determinada tarefa. A isso acrescentam-se a investigação da Universidade da Califórnia - que mostrou que trocamos de tarefas cerca de 400 vezes por dia, daí estarmos tão cansados à noite - e o estudo da Universidade de Stanford, que concluiu que os alunos "que fazem multitarefa tecnológica obtiveram piores resultados em todos os parâmetros".

A última palavra fica a cargo de Catherine L'Ecuyer: "Um estudo que compara vários parâmetros cognitivos conclui que, hoje, uma criança de 11 anos tem um rendimento ao nível de uma criança de 8 ou 9 anos de há... 30 anos! É preciso ver que papel podem ter tido os neuromitos, os ecrãs e a multitarefa nessa mudança".

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Os mitos educativos que estão a deixar as crianças viciadas em tecnologia

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Há mitos na educação que a ciência rejeita e que ajudam a propagar o vício precoce nas tecnologias digitais. Não, a criança não precisa de smartphones para estimular a sua "inteligência ilimitada".

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Salman Khan: Vamos ensinar para aprender e não para ter boas notas

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Salman Khan: Vamos ensinar para aprender e não para ter boas notas

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as ideias expressas neste video vão totalmente ao encontro da minha experiência pessoal: o meu filho no 5º, 6º e 7º ano teve um nº de aulas dadas na disciplina de Matemática muito inferior às previstas devido a baixa da docente e a substituições tardias. A escola não providenciou qualquer recuperação de aprendizagens no ano seguinte e a avaliação sumativa final foi sempre de sucesso: nível 5. Ao chegar ao 8º ano, com um professor da velha guarda teve 3 no 1º período... bom alguma preocupação da nossa parte mas enfim é uma questão de se adaptar. No 2º período bateu fundo: no 2º teste 21% e nível 2 na pauta! Esta nota fez-me acordar: as férias da Páscoa e o mês seguinte foram, com muito ranger de dentes e choro à mistura (dele), para recuperar aprendizagens, pegando nos manuais de matemática desde o 5º ano. Implicou muito trabalho do meu filho e meu, que consegui perceber isso mesmo, que a falta de conhecimentos o tinham feito (finalmente) bater no muro. Eu tive a capacidade de fazer isto dada a minha formação. Quantos pais não tiveram essa capacidade? Quantos alunos não poderiam ter um percurso diferente para o qual a escola (e o estado com as regras de substituição de docentes ridiculas, com o impedimento de horas extraordinárias, com..., com...) não deu qualquer resposta?
Após tudo isto o meu filho teve um percurso de sucesso no secundário, foi capaz de organizar sozinho o seu estudo, definir objectivos para o seu trabalho e obter um classificação de 18,0 no exame nacional de FQA, 19,0 no de Matemática e entrar no curso da sua escolha: engenharia Informática no IST. Um percurso à partida impossível se tivessemos baixado os braços e/ou se apenas tivessemos acesso apenas ao que o sistema educativo português (infelizmente) oferece.

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These researchers found that university students,
all born after the magical year 1984, do not have deep
knowledge of technology, and what knowledge they do have is
often limited to the possibilities and use of basic office suite skills,
emailing, text messaging, Facebook®, and surfing the Internet.

it is the task of the teacher and future teachers to know where
and when technology should be present (e.g., to permit students to
look things up, to collaborate online,…) and when this is a bad idea.

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Teaching and Teacher Education Volume 67 issue 2017 [doi 10.1016%2Fj.tate.2017.06.001] Kirschner, Paul A.; De Bruyckere, Pedro -- The myths of the digital native and the multitasker.pdf

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" Em que geração me encontro? Em que pontos a avaliação que adopto vai ao encontro do que se pretende?

leitura dos textos e visualização dos videos/webinars disponiblizados pela formadora na sessão presencial 2.

ppt modalidades de avaliação
Até acho que faço avaliação formativa quando acompanho o trabalho dos alunos, questionando-os sobre as dúvidas surgidas, reforçando que os raciocínios incorrectos não são para apagar mas sim para assinalar identificando os pontos em que ocorreu a falha mas agora "O professor deve recolher, de forma continuada, informações sobre as aprendizagens dos alunos, através de modos adequados aos diferentes objetos avaliativos, de que são exemplo: a observação dos alunos durante a realização de tarefas de aprendizagem com listas de verificação ou com grelhas de observação" é que é muito mais complicado e reconheço que não faço.

ppt gerações avaliação
fundamentalmente  1ª geração com formulação não estruturada de juízos de valor (3ª geração) de forma a mudar estratégias no decorrer das aulas de forma a mudar a forma como se aborda/explica um determinado conteúdo ou estratégia de resolução de problemas.

webinar Avaliação para as, e das, aprendizagens e qualidade da educação nas salas de aula
"Principal propósito da avaliação é contribuir para melhorar aprendizagens dos alunos, ajudar os alunos a aprender" em confronto com a visão de que é um processo destinado a classificar.

Observando o funcionamento de uma sala de aula " por vezes existe dificuldade em identificar uma determinada acção tomada por um professor e/ou aluno como sendo de avaliação, ensino ou aprendizagem"; ora digo eu, quem está envolvido na acção maior dificuldade terá!

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leitura dos textos e visualização dos videos/webinars disponiblizados pela formadora paraa sessão autonoma 2.

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"I propose that each teacher deliberately upgrade at least one assessment type per semester. By this I mean that if an 11th grade English teacher is asking students to write a short story, she replaces that outcome with a screenplay. If a 4th grade teacher is asking students to make a chart of exports and imports of Peru, he replaces that with a WebQuest regarding Peru. We should aggressively go out of our way to search for better ways to help our learners demonstrate learning with the types of products and performances that match our times".
Curriculum 21, pg. 25

I read these words some weeks ago and could not get them out of my head. I immediately set to work writing a post around assessment and documentation in a modern learning context. I could not help but write this post without input from four educators whose practices have in many ways transformed my practice for the better, inspiring and captivating my imagination. This is the first of a four-part instalment on assessment measures in various modern learning contexts.

Post One will feature how I personally use Trello, Evernote, Google Drive, Paired Problem Solving, Gallery Walks, Math Congress, Twitter and QR Codes in my own classroom and my continued journey exploring assessment in the Junior Classroom

Post Two will feature the brilliant work of Wahid Khan and Royan Lee who focus on using technology to assess in the Intermediate classroom

Post Three will feature Trista Dutt and Laura Merkle who highlight assessment in a Play-Based, Full Day Kindergarten Program and Assessment in the Special Education setting respectively

Post Four will highlight resources that I have found helpful as I continue to learn and evolve my assessment practices

Understanding the Need for Inquiry Based Learning Documentation and Assessment

The need for educators to continue to revolutionize educational practices, including assessments, is one that if remains unchanged will become the "Blockbuster" of what it means to be a teacher in modern classrooms.

When Blockbuster was initially approached by Netflix it did not have the foresight to see the landscape of technology was changing and so were the needs of their customers. To condense a long story, Blockbuster turned down Netflix's offer of joint partnership and we all know how the story ended.

"Netflix proved to be a very disruptive innovation, because Blockbuster would have to alter its business model-and damage its profitability-in order to compete with the startup. Despite being a small, niche service at the time, it had the potential to upend Blockbuster's well oiled machine".

Up to this point Blockbuster made the bulk of it's profit by penalizing it's patrons by way of late fees. Netflix on the other hand relied on memberships as it's primary source of profit. The major difference being that one company took away and the other offered a buy in.
If we connect this idea to educational reform and assessment practices in a modern learning context, we see that traditional assessments are limited in terms of their scope. A test or quiz as a primary source of assessment data, offers little by way of accessing the thinking that goes into problem solving, or the skills that are still required to complete a task.

"Instead of giving kids low-level, factual recall questions on a timed paper-and-pencil quiz, we access out learners' very best thinking by inviting them to undertake complex, thoughtful performances of valuable learning; engaging in a wide-ranging spectrum (of complex and meaningful tasks)...and as we lead kids toward these "power tests" we explicitly define the ingredients of a successful performance, together".

Comprehension and Collaboration, pg. 277

The final component to modern assessment practices is feedback and the ability to provide students with immediate feedback or next steps and then give them the opportunity to make those changes so as to connect the skills to the product. Meaning, students are not "penalized" for mistakes, rather, they are provided an opportunity to make and apply necessary changes to the task rather than the traditional model which offers little opportunity to apply the skills to the product until "next time". By then, the information is usually lost, as is the buy-in and engagement factor.

Implementing an agile assessment-feedback model does not mean that tests and quizzes are never used in a modern learning context. What it means is that quizzes and tests offer little opportunity for educators and students to access and make visible the thinking processes that go into solving a problem or question, allowing only a shallow understanding of what knowledge the child has acquired.

Somehow the idea of Inquiry-Based Learning (or teaching in a style that is reflective of student interest rather than being focused solely on curricular expectations) has developed a reputation for not being assessment driven. I argue that modern learning and the context in which knowledge is now being applied necessitates a style of assessment that implies students are thinking and pushing beyond rote knowledge, receiving immediate feedback that they can then apply to the products they are creating. In my classroom assessment is ongoing, continual and ensures that students know what the learning goals are, what their next steps are and how to go about applying that feedback.

Over the course of the next three posts I have assembled a team of dynamite educators that use a mix of traditional and modern assessment practices that not only provide students with immediate and meaningful feedback but allow for students to think critically about the work they are producing, connect this learning to the curriculum as well as the world in a global and forward thinking context and apply those changes to improve the products they are working on.

Trello, Evernote and Google Drive for Inquiry Assessment and Evaluation

We began our language-classroom inquiries in three groups. Because I knew that I wanted students to have the opportunity to come together to see that work that was being done in the other groups I decided that each group would use a different documentation software.
(Note: Trello and Evernote must be heavily supervised as they require an email address to create an account. I created the email addresses attached to each account and act as sole administrator. Students do not use their full names when documenting on these platforms nor do they leave anything that would personally identify who the members of the group are. I also carefully monitor the email accounts (of which the students do not have access) and the platforms themselves. The tools listed below are used exclusively for sharing, managing and documenting project specific information.)
One group was asked to use Trello. Trello, allows for students to create storyboards and to-do lists as well as note pages. It eliminates the need for multiple spreadsheets, note pages or paper trails. This documentation software required little instruction and allowed for me to see and provide feedback to the group while they were working. It also allowed for students to create an easy-to-read, next steps page.

Evernote was assigned to another group and allowed for students to do much the same thing as Trello however, this measure was less visual. It did allow for students to create voice notes, take photos and easy upload them however, it does lack a central page that allowed students and myself to easily view everything that had been added into the project space. I was however able to leave students voice notes and provide immediate feedback as they were fact finding and problem solving.

Google Drive allowed for the third group to input all data into a centralized location however does require that students are able to navigate the Drive proficiently. It is less intuitive than the other two measures I had the other groups using to document their work however did allow me to assess writing and understanding easily.

These measures of assessment allow for tracking of ongoing work with individuals, small groups and even large group. This allowed students to see their work on a different platform and allowed for other groups to provide feedback to students on their inquiries as well as next-steps.

The Fosnot Approach to Mathematics documentation and Assessment

Paired Problem Solving allows me to see what students have grasped from the small-group mini-lessons. The paired problem solving is done on a large chart paper and students have access to the math-manipulative bar and their partner as well as the last lesson (projected on the board). This allows me to observe how the students are problem solving and where they are in their understanding of the topics.

Paired Problem Solving leads into a Gallery Walk of each pair's work. The Gallery Walk gives me yet another individual assessment of understanding mark based on the quality of the comments that students are leaving for the pairs. The students and I have devised a checklist to help them create meaningful and helpful comments to the pairs. Here is the checklist.

The gallery walk then leads into a Math Congress. Math Congress allows for pairs to "defend" the work that they have done or to make changes based on the comments that students have left them. This is a place for students to modify their thinking and challenge one another for deeper understanding.

This style of math investigation comes from the work of Dr. Cathy Fosnot. It allows for the assessment of:

problem solving in ability pairs

assessment of critical thinking by way of gallery walk comments

assessment of feedback in congress when students are able to assist others in next steps and provide feedback for the problem solving approach

"proof" and the formulation of an argument provided by each pair for the method they used to solve the problem.

The information acquired here adds to each student's landscape of learning which is dependent on concept and can readily be linked into the Ministry's curricular expectations.

Twitter and QR Codes to Assess Main Point and Immediate Comprehension

I use Twitter to assess whether or not students have a general understanding of the topic at hand It is an easy way to view what a child is comprehending, which "main points" are students able to identify and express which contribute to general understanding of main ideas. Twitter is a concise way to immediately see what someone has understood. An added bonus to using Twitter is that students can connect with others for immediate feedback and ascertain various perspectives with very little effort. For example, during our Global Read Aloud, my class and I were able to converse with a classroom in New York City and exchange predictions about what we thought would happen next.
Important to note here that Twitter in our board is considered a "yellow light" tool meaning that it must be monitored carefully. I am the administrator of the account and students do not use Twitter in class without supervision.
For the first time in my own classroom this past year, I used QR codesto audit what students were retaining and what they felt they should highlight for others. In my classroom we used QR Codes to create an Audit Trail of our understanding of Fractions. Each code provides a glimpse at a child's questions, wonderings or discoveries around fractions. It is a quick and easy way to quiz what a child is retaining and to bring others in on the discussion. Thanks to @ourkindergartenfamily and @robanthny (Instagram) for the inspiration.

Stay tuned for part two of four where Wahid Khan and Royan Lee share some of their preferred methods of assessment.

The Evolving Educator,

Vanessa Bianchi

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Assessment in a Modern Learning Context: Part I of III

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"I propose that each teacher deliberately upgrade at least one assessment type per semester. By this I mean that if an 11th grade English teacher is asking students to write a short story, she replaces that outcome with a screenplay.

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International Baccalaureate
Middle Years Programme

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Nas pesquisas na Internet encontramos muita documentação se procurarmos com esta palavra-chave. Em português não soa nada bem...
No documento da Ana Pibto aparece "Criteria" e "performance level descriptors"
O Utica College disponibiliza um alargado conjunto de "Rubrics" pois "Good assessment provides insight into how well [...] students are accomplishing the learning goals in their academic programs/majors."
"Assessment is something we do for students, not something done to students."

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Assessment at Utica College - Utica College

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Good assessment is student-centered, designed to cultivate lifelong learners prepared to fulfill the tenets of the Utica College mission. Assessment is something we do for students, not something done to students.

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Aprendizagem por projectos.
Neste momento após todo o nosso trabalho e discussões continuo a não me sentir habilitada para construir uma grelha de avaliação global da disciplina. As referências bibliográficas consultadas são vagas no que diz respeito à operacionalização da avaliação num paradigama diferente do teste papel e lápis, conteúdos e cumprimento de programas.
Assim, resolvi dedicar a minha atenção a um aspecto mais restricto: a aprendizagem por projectos e a respectiva avaliação.

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É dificil encontrar propostas PBL para conteúdos de química de ensino secundário, mas aqui está uma. A parte da avaliação é que é, na minha opinião, mais uma vez vaga.

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Institute for Transforming Undergraduate Education

Problem-Based Learning at University of Delaware

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Problem-Based Learning at University of Delaware

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The University of Delaware, founded in 1743, offers over 100 academic majors; its distinguished faculty includes internationally known scientists, authors and teachers.

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https://serc.carleton.edu/sp/index.html
https://serc.carleton.edu/sp/library/assessment/index.html

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"Student projects are culminating experiences, activities designed to bring together a number of strands in a unit. As culminating activities, projects often consist of higher-order objectives, which are ...

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How to Use Assessment Strategies

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Assessment need not take time away from learning; assessments can be learning experiences in themselves. Active assessment strategies enhance student content understanding and promote skills that will be ...

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Outro "college" com um conjunto alargado de exemplos

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General Education: Assessment SLO's & Rubrics: The College at Brockport

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General Education Institutional Student Learning Outcomes

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abrir um padlet, experimentar trabalhar com o Kahoot, cronograma da acção de formação

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Construção da grelha

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Apresentação do trabalho realizado

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Descritores de desempenho caderno laboratório

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Descritores de desempenho caderno laboratório

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a utilização destas palavras chave num motor de busca permitiu consultar uma lista considerável de descritores de desempenho para a avaliação do caderno de laboratório. Foi efectuada uma selecção que a seguir se apresenta e efectuado o seu estudo de forma a adaptar ao programa de FQA.

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SAILS - Strategies for Assessment of Inquiry Learning in Science
The SAILS project has demonstrated how inquiry approaches can be used for teaching a range of scientific topics, and has helped science teachers become confident and competent in the assessment of their students' learning through inquiry. More than 2500 science teachers in 12 countries have participated in SAILS teacher education programmes. These teachers have strengthened their inquiry pedagogy and assessment practices by developing their understanding of the role of assessment.

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The SAILS project has demonstrated how inquiry approaches can be used for teaching a range of scientific topics, and has helped science teachers become confident and competent in the assessment of their students' learning through inquiry. More than 2500 science teachers in 12 countries have participated in SAILS teacher education programmes.

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Livro com atividades desenvolvidas no projeto SAILS : redescola

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no 3º ciclo a avaliação da responsabilidade, participação, etc, é balizada também por descritores de desempenho.