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Abstract(s)
A implementação do Processo de Bolonha tem vindo a colocar vários desafios às instituições de
Ensino Superior europeias, impondo uma mudança de paradigma. Esta mudança implica a
alteração da forma de avaliar os alunos, com um foco nas avaliações contínua e formativa,
catalisadas pelo e-assessment. Esta tese apresenta o processo de implementação de uma
estratégia de e-assessment utilizando testes com questões de escolha múltipla (QEM),
implementados no Moodle. Esta estratégia foi executada de modo a permitir a utilização de
avaliação contínua sumativa em unidades curriculares (UC) de Matemática numa instituição de
Ensino Superior, em turmas com um número elevado de alunos, sendo por isso difícil de
implementar. Foram objetivos deste trabalho: perceber como o e–assessment pode influenciar
o processo de ensino-aprendizagem; definir boas práticas para o desenvolvimento de QEM na
área da Matemática; e descobrir formas adequadas de análise das QEM de modo a fomentar
uma avaliação tão justa quanto possível. O estudo foi conduzido entre 2008 e 2014, utilizando
como metodologia a Investigação–Ação (IA), a qual incluiu três ciclos. O 1.º ciclo consistiu,
principalmente, no desenvolvimento de um banco de QEM utilizando o Moodle, com a
implementação de testes para avaliação formativa por meio de trabalhos de casa. O 2.º ciclo
de IA consistiu na implementação de testes com QEM para avaliação contínua sumativa, fora
do ambiente de sala de aula. O 3.º ciclo consistiu na extensão da implementação dos testes
com QEM para avaliação contínua sumativa em ambiente de sala de aula. As mudanças nas
práticas educativas foram identificadas utilizando entrevistas aos docentes e um questionário
aos alunos. A qualidade das questões foi aferida com recurso a técnicas específicas. Verificouse,
em termos gerais, uma melhoria nas classificações académicas dos estudantes nas UC em
estudo ao longo da investigação, assim como um aumento na sua assiduidade às aulas e na
valorização dada a um estudo regular. Quanto aos docentes, além da promoção do trabalho em
equipa, foi referida a melhoria na forma como elaboram QEM e maior atenção sobre a forma
como lecionam. Assim, a implementação desta estratégia de e-assessment pode ser
considerada um sucesso, nomeadamente por ter permitido dar uma resposta adequada às
necessidades inicialmente identificadas, de implementar avaliação contínua sumativa de forma
adequada com um número elevado de estudantes.
With the implementation of the Bologna Process several challenges have been posed to higher education institutions in Europe, imposing a paradigm shift. This shift implies the change of the way to assess students in higher education institutions. Continuous and formative assessments emerged as the focus, catalyzed by e-assessment. This thesis presents the process of implementation of an e–assessment strategy using tests with multiple–choice questions implemented in Moodle. This strategy was executed in order to allow the use of continuous summative assessment in mathematics courses in a higher education institution, in classes with large number of students. The objectives of this work were: to see how e-assessment can affect the teaching and learning processes; define the best practices for the development of QEM in mathematics; and find proper ways of analyzing QEM in order to foster an assessment as fair as possible. The research was conducted between 2008 and 2014 using the Action–Research methodology. Three cycles of Action–Research were identified. The first cycle consisted mainly in the development of a bank of multiple choice questions, using Moodle, and in the implementation of tests, with those multiple choice questions, as homework, mainly for formative assessment. The second cycle of Action-Research consisted in the implementation of tests with multiple choice questions for continuous summative assessment, but out of class environment. The third cycle of Action–Research consisted in extending the implementation of tests with multiple choice questions for continuous summative assessment in a class environment. Changes in educational practices were ascertained using interviews to teachers and a questionnaire to students. The quality of the questions was analyzed with specific techniques. It was found, in general, an improvement in academic achievement of students in the course studied throughout this research, as well as an increase in their class attendance and a better appreciation of regular study. As for the teachers, besides the promotion of teamwork, an improvement was reported in the way they create the questions and more attention on how they teach. Thus, the implementation of this e–assessment strategy can be considered a success, namely because it allowed an adequate response to the main needs identified initially, of adequately implementing continuous summative assessment with a large number of students.
With the implementation of the Bologna Process several challenges have been posed to higher education institutions in Europe, imposing a paradigm shift. This shift implies the change of the way to assess students in higher education institutions. Continuous and formative assessments emerged as the focus, catalyzed by e-assessment. This thesis presents the process of implementation of an e–assessment strategy using tests with multiple–choice questions implemented in Moodle. This strategy was executed in order to allow the use of continuous summative assessment in mathematics courses in a higher education institution, in classes with large number of students. The objectives of this work were: to see how e-assessment can affect the teaching and learning processes; define the best practices for the development of QEM in mathematics; and find proper ways of analyzing QEM in order to foster an assessment as fair as possible. The research was conducted between 2008 and 2014 using the Action–Research methodology. Three cycles of Action–Research were identified. The first cycle consisted mainly in the development of a bank of multiple choice questions, using Moodle, and in the implementation of tests, with those multiple choice questions, as homework, mainly for formative assessment. The second cycle of Action-Research consisted in the implementation of tests with multiple choice questions for continuous summative assessment, but out of class environment. The third cycle of Action–Research consisted in extending the implementation of tests with multiple choice questions for continuous summative assessment in a class environment. Changes in educational practices were ascertained using interviews to teachers and a questionnaire to students. The quality of the questions was analyzed with specific techniques. It was found, in general, an improvement in academic achievement of students in the course studied throughout this research, as well as an increase in their class attendance and a better appreciation of regular study. As for the teachers, besides the promotion of teamwork, an improvement was reported in the way they create the questions and more attention on how they teach. Thus, the implementation of this e–assessment strategy can be considered a success, namely because it allowed an adequate response to the main needs identified initially, of adequately implementing continuous summative assessment with a large number of students.
Description
Keywords
Ensino superior - Avaliação educativa Ensino superior - Métodos de avaliação Ensino superior - Avaliação electrónica Ensino superior - e-assessment