scispace - formally typeset
Search or ask a question
Journal ArticleDOI

Avaliação e Feedback de desempenho de Estudantes na Educação a Distância

TL;DR: Avaliacao de desempenho, e uma estrategia utilizada for investigar o desenvolvimento de estudante no contexto educacional presencial ou a distância, can be found in this paper.
Abstract: Avaliacao de desempenho e uma estrategia utilizada para investigar o desempenho de estudantes no contexto educacional presencial ou a distância. Este artigo tem por finalidade demonstrar os aspectos que constituem o processo de avaliacao de desempenho de estudante e, especialmente, o uso de feedback na educacao a distância. Foi realizada uma revisao teorica sustentada em duas perspectivas de analise: conceitos de avaliacao de desempenho e o processo de feedback do desempenho do estudante como parte constituinte da avaliacao de desempenho na educacao a distância. Conceitos sobre avaliacao de desempenho sao diversos na literatura cientifica. Alguns enfatizam a interpretacao da expressao numerica do desempenho do estudante, outras recaem seu foco no uso de feedback como meio de aperfeicoamento do desempenho. A avaliacao de desempenho na educacao a distância decorre de processos de interacao entre o tutor e o estudante, mediados por tecnologias, e dependem de feedback para promover a participacao nas atividades de ensino-aprendizagem. Nessa modalidade, o uso de feedback do desempenho dos estudantes e considerado aspecto relevante a orientacao do processo educativo e ao aperfeicoamento do desempenho social e profissional. A estrategia de uso de feedback imediato e informativo, com recursos que facilitem ao estudante acompanhar o desenvolvimento de seu desempenho, auxilia-o na identificacao do que necessita ser modificado e aperfeicoado ao longo do processo educativo.

Content maybe subject to copyright    Report

Citations
More filters
Journal ArticleDOI
TL;DR: In this paper, a efetividade do treinamento de habilidades sociais (THS) presencial esta bem estabelecida na literatura, mas sao escassos estudos that avaliam o resultado of cursos na modalidade de Educacao a Distância (EaD) destinados a promover essas habilíades.
Abstract: RESUMO A efetividade do treinamento de habilidades sociais (THS) presencial esta bem estabelecida na literatura, mas sao escassos estudos que avaliam o resultado de cursos na modalidade de Educacao a Distância (EaD) destinados a promover essas habilidades. Nesses cursos, o tutor assume um papel importante ao orientar o desempenho dos alunos. Portanto, este estudo avaliou como o feedback fornecido pelo tutor afeta as notas do aluno em um THS em EaD. Os feedbacks foram classificados quanto a presenca, amplitude, efeito, funcao e organizacao. Os dados parecem indicar que nem a presenca nem o tipo de feedback afetam o desempenho dos alunos. Contudo, os dados tambem sinalizaram que alguns feedbacks foram apagados e/ou alterados apos a atividade ser refeita. Novos estudos, com amostras maiores e analisando o historico do feedback fornecido pelo tutor a cada tarefa, poderao avaliar com maior precisao como o feedback interfere no desenvolvimento das habilidades sociais dos participantes.
References
More filters
Journal ArticleDOI
TL;DR: This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learners' thinking or behavior for the purpose of improving learning, and concludes with a set of guidelines for generatingformative feedback.
Abstract: This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner's thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner's part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback's success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.

1,221 citations

Journal ArticleDOI
TL;DR: The idea that assessment is intrinsic to effective instruction is traced from early experiments in the individualization of learning through the work of Benjamin Bloom to reviews of the impact of feedback on learners in classrooms as mentioned in this paper.

777 citations

Journal ArticleDOI
TL;DR: A meta-analysis of findings on feedback timing and human verbal learning showed that a variety of results have been obtained in 53 separate studies of the topic as mentioned in this paper, but the variation in results seems to be related systematically to features of the studies.
Abstract: A meta-analysis of findings on feedback timing and human verbal learning showed that a variety of results have been obtained in 53 separate studies of the topic. Applied studies using actual classroom quizzes and real learning materials have usually found immediate feedback to be more effective than delayed. Experimental studies of acquisition of test content have usually produced the opposite result. Laboratory studies of list learning have produced a variety of results, but the variation in results seems to be related systematically to features of the studies.

690 citations

Journal ArticleDOI
TL;DR: This work states that effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development, which can be challenging as educators must acknowledge the psychosocial needs of the recipient while ensuring that feedback is both honest and accurate.
Abstract: BACKGROUND Effective feedback may be defined as feedback in which information about previous performance is used to promote positive and desirable development. This can be challenging as educators must acknowledge the psychosocial needs of the recipient while ensuring that feedback is both honest and accurate. Current feedback models remain reductionist in their approach. They are embedded in the hierarchical, diagnostic endeavours of the health professions. Even when it acknowledges the importance of two-way interactions, feedback often remains an educator-driven, one-way process. LESSONS FROM THE LITERATURE An understanding of the various types of feedback and an ability to actively seek an appropriate approach may support feedback effectiveness. Facilitative rather than directive feedback enhances learning for high achievers. High-achieving recipients undertaking complex tasks may benefit from delayed feedback. It is hypothesised that such learners are supported by reducing interruptions during the task. If we accept that medical students and doctors are high achievers, we can draw on some guiding principles from a complex and rarely conclusive literature. Feedback should focus on the task rather than the individual and should be specific. It should be directly linked to personal goals. Self-assessment as a means to identify personal learning requirements has no theoretical basis. Motivated recipients benefit from challenging facilitated feedback from external sources. A NEW MODEL To achieve truly effective feedback, the health professions must nurture recipient reflection-in-action. This builds on self-monitoring informed by external feedback. An integrated approach must be developed to support a feedback culture. Early training and experience such as peer feedback may over time support the required cultural change. Opportunities to provide feedback must not be missed, including those to impart potentially powerful feedback from high-stakes assessments. Feedback must be conceptualised as a supported sequential process rather than a series of unrelated events. Only this sustained approach will maximise any effect.

646 citations

Journal ArticleDOI
TL;DR: Results of the study reconceptualize interaction as a theoretical construct and emphasize the importance of socially constructed meanings from the participants’ perspectives.
Abstract: This study examines the nature of interaction in an online course from both teacher and student perspectives. Major components of a conceptual framework to identify interaction were identified. Data analysis suggested that the structure of the course, class size, feedback, and prior experience with computer‐mediated communication all influenced interaction. Results of the study reconceptualize interaction as a theoretical construct and emphasize the importance of socially constructed meanings from the participants’ perspectives.

464 citations