A proposal of formative assessment in EFL teaching and learning: Online writing and peer-review activities

Kátia Muck; Bill  Cope

doi:10.5007/2175-8026.2021.e80709

Autores

Kátia Muck UNIFACVEST https://orcid.org/0000-0001-9702-9026
Bill Cope University of Illinois Urbana Champaign https://orcid.org/0000-0003-2129-395X

DOI:

https://doi.org/10.5007/2175-8026.2021.e80709

Resumo

Os avanços tecnológicos estabeleceram novos papéis e modificaram as relações entre os agentes do processo de ensino-aprendizagem, exigindo novas e eficientes formas de avaliação formativa. Norteado pela pergunta de pesquisa "Que tipo de avaliação por pares foi usado para o desenvolvimento dos estudos de caso escritos pelos alunos?", este estudo examina 72 avaliações de 29 trabalhos desenvolvidos por 31 mestrandos, empregando a plataforma CGScholar. Foram realizadas análises estatísticas sobre a confiabilidade dos revisores (concordância e consistência do ICC) e análises qualitativas sobre o feedback descritivo. Os resultados das análises quantitativas mostram alta confiabilidade entre os revisores; e a análise qualitativa sugere que essas atividades podem ser empregadas na aprendizagem de inglês como língua estrangeira para: aumentar as oportunidades de aprendizagem, empregar processos cognitivos superiores e ensinar grandes grupos de alunos, remotos ou presenciais, sem aumentar o tempo de gerenciamento.

Biografia do Autor

Kátia Muck, UNIFACVEST

http://lattes.cnpq.br/6203189529242782

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