AVALIAO EXTERNA DE ESCOLAS. UM ESTUDO COM PROFESSORES DO 1 E 2
CICLOS DE MATEMTICA
EXTERNAL EVALUATION OF SCHOOLS AND THE TEACHING OF MATHEMATICS:A
STUDY INVOLVING TEACHERS FROM PRIMARY TO ELEMENTARY SCHOOLDoctoral
Degree in Educational Sciences,Curriculum Development
SpecialtyPinto, marta isabel do amaral carvalho
[email protected]
To develop under the guidance ofJos Augusto Pacheco Maria Helena
Martinho
1ThemeThe external evaluation of schools have acquired in recent
years a central role in educational research.The external
evaluation of schools have acquired in recent years a central role
in educational research, with the proliferation of papers
presentations at Seminars and Conferences, conducting
dissertations, doctoral theses and achievement of research
projects, from wich we quote Impact and Effects of Schools External
Evaluation in non-higher education at school and community, FCT
financed, coordenated by Minho University.A avaliao externa de
escolas tem adquirido, nos ltimos anos, uma centralidade na
investigao educativa, com a proliferao de textos apresentados em
seminrios e congressos, realizao de dissertaes e teses e
concretizao de projetos de investigao, de entre os quais citamos
Impacto e efeitos da avaliao externa de escolas do ensino no
superior na escola e comunidade, financiado pela FCT, com coordenao
da Universidade do Minho2Problemwe intend to analyze the mediation
of the pressure applied by curricula policies of homogenization and
standardization of results (Afonso, Santiago & Donaldson, 2012)
and their influence on the role of local players, namely the
teachers of Mathematics.
Departing from the political and economic analysis of
globalization on education and making a critical approach to the
policies of sharing (Takayama, 2013), we intend to analyze the
mediation of the pressure applied by curricula policies of
homogenization and standardization of results (Afonso, Santiago
& Donaldson, 2012) and their influence on the role of local
players, namely the teachers of Mathematics.3QuestionThis
quantitative study, involves a survey by questionnaire to Primary
and Elementary (1st to 6th forms) teachers, in which it is
ascertained how the model of external evaluation, implemented in
Portugal since 2006, has been contributing to the creation of
concrete consequences in school results, namely on the standards of
evaluation, and on the dominance of summative tests in Mathematics,
taking into account the curricular changes and teaching
changes.This study, involves a survey by questionnaire to Primary
and Elementary (1st to 6th forms) teachers, in which it is
ascertained how the model of external evaluation, implemented in
Portugal since 2006, has been contributing to the creation of
concrete consequences in school results, namely on the standards of
evaluation, and on the dominance of summative tests in Mathematics,
taking into account the curricular changes and teaching
changes.
4QuestionsWhat are the impact and effects, on Primary and
Elementary teachers, coming from the realization of National Math
Tests in the end of 4th and 6th Grades, at the
dimensions:curriculum management and articulation;Internal
Evaluation (methods and instrumentation);Preparing ans organizing
materials and tasks to be undertaken in the classroom;Collaborative
practices among math teachers.
This question is divided into the following research
questions:What are the impact and effects, on Primary and
Elementary teachers, coming from the realization of National Math
Testes in the end of 4th and 6th Grades, at the
dimensions:curriculum management and articulation;Internal
Evaluation (methods and instrumentation)Preparing ans organizing
materials and tasks to be undertaken in the classroomCollaborative
practices among math teachers
5QuestionsHow do math teachers of the 1st and 2nd cycles of
basic education perceive the impact of current policies of
accountability and standards, the level of recognition of school
results in national tests ?
How do math teachers of the 1st and 2nd cycles of basic
education perceive the impact of current policies of accountability
and standards, the level of recognition of school results in
national tests ?6ObjectivesTheoretical approach
Empirical Study of qualitative and quantitative , using the
questionnaire survey , the survey interview and documentary
analysis.One objective of this doctoral thesis includes , beyond
the theoretical approach an Empirical Study of qualitative and
quantitative , using the questionnaire survey , the survey
interview and document analysis ,which it is ascertained how the
model of external evaluation, implemented in Portugal since 2006,
has been contributing to the creation of concrete consequences in
school results, namely on the standards of evaluation, and on the
dominance of summative tests in Mathematics, taking into account
the curricular changes and teaching changes.7first phase, a
qualitative study by content analysis (Esteves, 2006) of reports (
IGE, TIMSS, Eurydice, OECD, TEDS-M, etc) and from the revision of
topic-related literature.
To obtain answers to these questions, we elaborated, at a first
phase, a qualitative study by content analysis (Esteves, 2006) of
reports ( IGE, TIMSS, Eurydice, OECD, TEDS-M, etc) and from the
revision of topic-related literature.
This qualitative study aims to recognize forms of school results
improvement in terms of evaluation reports and improvement
plans.Este estudo qualitativo tem como objetivo reconhecer formas
de valorizao dos resultados escolares ao nvel dos relatrios de
avaliao e dos planos de melhoria.
8two empirical studies, one quantitative ( Moreira, 2006) ,
using a questionnaire survey ( Tuckman , 1994; Ghiglione &
Matalon , 1997) and other qualitative .An empirical quantitative
study was carried out (Moreira, 2006), departing from the
conclusions obtained through the analysis of reports and from the
revision of topic-related literature also using a survey by
questionnaire (Tuckman, 1994; Ghiglione & Matalon, 1997),
developed with items distributed by Likert scale, targeting math
teachers from first to sixth grades of primary education and from
its review will be made an interview survey ( Bogdan & Biklen ,
1994) , directed to 1st and 2nd cycle school department
coordinators, from a county of northern Portugal.
9
Permits and ethical issues
It shall be taken into account all ethical issues in all
development phases of the research work .It shall be taken into
account all ethical issues in all development phases of the
research work .
10Samples or situations already collectedThe sample (n=91) was
randomly selected from schools ranging from Primary and Elementary
Education (1st to 6th forms) from a school grouping in the north of
Portugal.The sample (n=91) was randomly selected from schools
ranging from Primary and Elementary Education (1st to 6th forms)
from a school grouping in the north of Portugal, in which most
respondents are female (92%) and the rest are male (8%).
11Preliminary Conclusionsthe achievements outlined on the reports
of external evaluation are rhetorical results obtained on National
Examinations along with the existence of rankings contribute to
competitiveness among schools results on math national examinations
may not be a reflection of the actual learning done by
students.
The respondents of this study, math teachers from 1st to 6th
grade, show agreement on the effects the external evaluation has on
their practice:
the achievements outlined on the reports of external evaluation
are rhetorical, although they agree to the fact that external
evaluation is giving an important contribution to the teaching
directed towards tests as well as to the standardization of
results;results obtained on National Examinations along with the
existence of rankings contribute to competitiveness among schools
;results on math national examinations may not be a reflection of
the actual learning done by students, or that their influence may
cause an increase of competition among teachers.
12Preliminary Conclusionsthere is pressure to teach for national
examinations support lessons should be directed for subjects with
national examinations teaching for tests contributes to an
improvement in school results, however students are mainly
responsible for their school performance.
The concept of objectivity of a test-based evaluation is a
source of large uncertainty by the respondents, who answered in
very contradictory ways.The majority of the respondents admit:there
is pressure to teach for national examinations support lessons
should be directed for subjects with national examinations teaching
for tests contributes to an improvement in school results, however
students are mainly responsible for their school performance.
13Final Considerationswhat purpose may examinations have at the
end of a cycle, if they do not reflect the actual learning of
students? What is their influence on the quality of learning as
well as on the actual teaching practice?
In the study final results, some issues should be addressed:
what purpose may examinations have at the end of a cycle, if they
do not reflect the actual learning of students? What is their
influence on the quality of learning as well as on the actual
teaching practice?
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