Abstract
In the present study, we report the experience with formative assessment and the use of (formative) feedback during the Remote Education process in the pandemic academic year 2020. Using a qualitative methodological approach, we collected the answers given by students in interdisciplinary activities in a remote online learning platform and, based on it, we developed individualized training feedback for students from a federal elementary school of UFF (COLUNI-UFF) at Federal Fluminense University (UFF), located in the city of Niteroi (RJ), in Brazil. To perform this feedback, a database was created with the students’ responses to the proposed interdisciplinary activities. With this exercise, there was a significant improvement in the performance of the students, so that the error was seen as a learning possibility. This process was important for the project fellows, graduating in Mathematics, who realized the importance of formative assessment and the use of formative feedback aimed at the effective learning of students.
Highlights
The discussion about evaluation processes has gained relevance in the field of Education
We report the experience with formative assessment and the use of feedback during the Remote Education process in the pandemic academic year 2020
Using a qualitative methodological approach, we collected the answers given by students in interdisciplinary activities in a remote online learning platform and, based on it, we developed individualized training feedback for students from a federal elementary school of UFF (COLUNI-UFF) at Federal Fluminense University (UFF), located in the city of Niterói (RJ), in Brazil
Summary
The discussion about evaluation processes has gained relevance in the field of Education. These may be explored as educational instruments that allow us to keep track nearer of the students’ pedagogic development and the learnings It has been asked the best ways to evaluate the students of Basic School, considering: what we’ve been through, the students that need to work and study, the social context and the difficulty of following the e-learning classes. Teacher groups were formed, divided by knowledge areas: Portuguese Language and Literature, Nature Sciences and Mathematics, Arts, Body and Culture, Foreign Languages and Humanities During this Project, scholarship holders’ main activity was developing formative feedback for each student. This was done through individualized evaluations of the elementary school final years and high school students using the Quarentuni platform. Our intention was to work, on the one hand, the initial formation of the mathematics teacher, discussing assessment of learning and for learning, and on the other hand, the learning, through the feedback of the students that answered the given activities through Quarentuni platform
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