Domingos Fernandes

Universidade de Lisboa, Portugal

Resumo

A principal finalidade deste artigo é a de contribuir para a construção de uma teoria da avaliação formativa que, no essencial, possa orientar, fundamentar e melhorar as práticas de avaliação nas salas de aula. Para além de se apresentar, discutir e definir o conceito de avaliação formativa alternativa, propõe-se o desenvolvimento de investigação que permita compreender: a) os processos de desenvolvimento do currículo nas salas de aula e a sua relação com os processos de avaliação; b) os papéis de alunos e professores nos processos de ensino, aprendizagem e avaliação; e c) os contextos, dinâmicas e ambientes de ensino, aprendizagem e avaliação nas salas de aula. Propõe-se ainda que se descrevam, analisem e interpretem as realidades da avaliação formativa nas salas de aula de forma a desenvolver a investigação empírica e a construção teórica nesta área. Neste sentido, são dados exemplos de questões de investigação que se consideram prioritárias.

Palavras-chave

Teoria da avaliação; Avaliação formativa; Avaliação e aprendizagens

Towards a theory of formative assessment

The main goal of this paper is to contribute for the construction of a theory of formative assessment upon which classroom assessment practices could be based and improved. Beyond presenting, discussing, and defining the concept of alternative formative assessment, this paper proposes the development of research wich enables one to understand: a) classroom curriculum development processes and its relationship with assessment processes; b) pupils’ and teachers’ roles in the teaching, learning, and assessing processes; and c) classroom teaching, learning, and assessment environments as well as its contexts and pedagogical dynamics. Also, in order to develop empirical research and the theoretical construction in the area of formative assessment it is proposed that classroom assessment realities should be both described, analysed, and interpreted. As a consequence, examples are given of research questions which are seen as having priority to meet the above mentioned aims.

Keywords

Assessment theory; Formative assessment; Assessment and learning

Pour une théorie de l'evaluation formative

Résumé

Cet article vise contribuer à la construction d’une théorie de l’évaluation formative qui, dans l’essentiel, puisse orienter, établir et améliorer les pratiques d’évaluation en classe. Outre présenter, discuter et définir le concept d’évaluation formative alternative, on propose le développement de la recherche permettant comprendre a) l’évolution des cursus en classe et son rapport avec les procédés d’évaluation; b) le rôle des élèves et des enseignants dans les processus d’enseignement, d’apprentissage et d’évaluation; et c) les contextes, les dynamiques et les ambiances d’enseignement, d’apprentissage et d’évaluation en classe. Ou propose, aussi, que les réalités de l’évaluation formative en classe soient décrites, analysées et interprétées de façon à développer la recherche empirique et la construction théorique dans ce domaine. Dans ce but, on donne des exemples de sujets de recherche considérés prioritaires.

Mots-clé

Théorie de l’évaluation; Évaluation formative; Évaluation et apprentissage

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Recebido em Julho/2006

Aceite para publicação em Agosto/2006

Toda a correspondência relativa a este artigo deve ser enviada para: Domingos Fernandes, Faculdade de Psicologia e de Ciências da Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal.