About this paper

Appears in:
Pages: 3361-3364
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1747

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

TEACHERS AND STUDENTS ENGAGEMENT IN A SOCIOCONSTRUCTIVIST ASSESSMENT PARADIGM

C. Figueira, F. Almeida

Instituto Polit├ęcnico de Lisboa_CIED (PORTUGAL)
Education has changed throughout time and, in accordance, so have the roles of teachers and students. The processes of teaching and learning moved from a traditional base (focused on teachers' and content knowledge) to a more active process where the role of the students is more dynamic. In this innovative context, learning is not a linear process but a (re)construction of knowledge. As such, it is necessary to (re)think the assessment process based in a socioconstructivist paradigm. The main goal of the research was to verify how primary and basic school teachers, working with students from 6 to 12 years, conceive and understand students' engagement in the assessment process.

Methodologically, the option was a mixed method research where the qualitative method and the quantitative methods were applied. The sample had 67 teachers (n=38 primary teachers; n=29 basic school teachers). The range age was from 24 to 61 years, and 83,6% teachers where female. To collect data, both interviews and a questionnaire were applied. A content analysis was performed to acquire information from the interviews and statistical procedures were done to analyse the questionnaires. Results show that teachers consider auto-assessment as a students' critical reflection where learning self-regulation is developed.

Practices of self-assessment occur more often than co-assessment and primary teachers practice processes self-assessment more systematically than basic school teachers. These results reinforce the need to improve the teaching and learning environments so as to give students a much better place for them to develop autonomy and responsibility to manage their learning process.
@InProceedings{FIGUEIRA2018TEA,
author = {Figueira, C. and Almeida, F.},
title = {TEACHERS AND STUDENTS ENGAGEMENT IN A SOCIOCONSTRUCTIVIST ASSESSMENT PARADIGM},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1747},
url = {http://dx.doi.org/10.21125/iceri.2018.1747},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {3361-3364}}
TY - CONF
AU - C. Figueira AU - F. Almeida
TI - TEACHERS AND STUDENTS ENGAGEMENT IN A SOCIOCONSTRUCTIVIST ASSESSMENT PARADIGM
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1747
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 3361
EP - 3364
ER -
C. Figueira, F. Almeida (2018) TEACHERS AND STUDENTS ENGAGEMENT IN A SOCIOCONSTRUCTIVIST ASSESSMENT PARADIGM, ICERI2018 Proceedings, pp. 3361-3364.
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