Você está na página 1de 7

Ministrio da Cincia, Tecnologia e Ensino Superior

Curso: ................................................................................................................................................
Prova de Modelos de Avaliao Pedaggica (11040)
Profissionalizao em Servio

Data: 02 de Junho de 2010

Nome: .................................................................................................................................................
N de Estudante: ........................................
Turma: ...................

B. I. n ..............................................

Assinatura do Vigilante: .............................................


RESERVADO PARA A Universidade Aberta

Classificao: (

) ..................................................................................................................

Prof. que classificou a prova: ......................................................................................................

PARA A RESOLUO DA PROVA DE EXAME TENHA EM CONTA QUE:


Esta prova constituda por 7 pginas. Verifique o seu exemplar e se detectar
alguma anomalia dirija-se ao professor vigilante.
Preencha cuidadosamente o cabealho de identificao da prova.
Esta prova constituda por 2 grupos de perguntas cuja cotao a seguinte:
Grupo I 170 pontos
GrupoII 30 pontos
A avaliao da prova incidir:
- na pertinncia e rigor conceptual dos contedos abordados; na capacidade de
relacionar os conhecimentos apropriados com as situaes prticas de avaliao
testadas; na clareza da anlise realizada e na correco da expresso escrita
utilizada.
Leia atentamente o enunciado de cada questo. Dever redigir a sua resposta
procurando ser objectivo e respeitando o nmero de linhas que lhe facultado para
o efeito.
A prova tem a durao de 2 horas.

Grupo I

1. A avaliao formativa tem como funo principal o (re)investimento da


informao produzida, mediante os dados recolhidos no processo de ensino e
aprendizagem e atravs dos dispositivos de regulao.
1.1. Analise as condies necessrias a essa regulao.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

1.2. Explique como a intencionalidade deliberada ligada avaliao formativa se


traduz nas prticas avaliativas.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

2. Jorro (2000) classifica os comentrios avaliativos em duas categorias: anotao


como transmisso de informao e anotao como dilogo.
2.1. Distinga as duas categorias, apresentando um exemplo para cada uma delas.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

3. Considere a seguinte afirmao e comente-a referindo-se s duas perspectivas de


concepo do erro a que nela se aludem.
O erro no um vazio ou uma lacuna, mas um acto na construo do
conhecimento, que tem uma lgica e que traduz uma representao que
o aluno faz de um dado saber.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. A literatura refere que as interaces avaliativas no quotidiano da sala de aula tm


influncia no sucesso ou insucesso das aprendizagens Assim, uma interaco
avaliativa centrada na reconstruo do sentido da tarefa teria efeitos mais benficos
do que uma interaco centrada na execuo da tarefa (Pinto & Santos, 2006).
4.1. Distinga estes dois tipos de interaces avaliativas, relacionando-os com o
sucesso ou insucesso nas aprendizagens.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.

5. De acordo com a perspectiva de competncia que se adopta, mais analtica ou mais


holstica, aquilo que se avalia diverso.
5.1. Caracterize duas diferentes acepes de competncia e explicite para cada uma
delas o que se pretende avaliar.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5

Grupo II

1. Nas duas ltimas dcadas, diversos documentos nacionais e internacionais tm


chamado a ateno para a importncia da avaliao ser parte integrante do ensino
que informa e orienta os professores a tomarem decises. Neste contexto, torna-se
fundamental a utilizao de uma variedade de modos e instrumentos de avaliao,
de que se destaca o Teste em duas fases.

Caracterize-o sucintamente.
Enuncie as vantagens e as dificuldades encontradas na utilizao do teste em
duas fases.
Problematize a utilizao desse instrumento de avaliao na disciplina/rea
disciplinar que lecciona, luz dos estudos realizados.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________ .

FIM