Abstract

SILVA, Elaine Aparecida da  and  RODRIGUES JUNIOR, José Florêncio. Avaliação formativa por meio de alunos tutores: efeitos no desempenho cognitivo e na satisfação do aluno. Est. Aval. Educ. [online]. 2009, vol.20, n.42, pp.29-43. ISSN 0103-6831.

The present study analyzes the effects of an evaluation methodology designed to assist 10^th grade students in overcoming difficulties in learning Mathematics. The study has three specific objectives: (a) to compare the performance, in cognitive learning, of a group assessed by means of a formative procedure, supported by peer tutors, with a control group, lacking this procedure; (b) to examine the performance of the experimental and the control groups as to their cognitive learning with reference to the taxonomic categories Knowledge, Comprehension, and Application; and (c) to ascertain the level of satisfaction of both groups concerning the evaluation procedure adopted in Mathematics, first year, middle school.  The approach employed in the study was experimental, by way of a quasi-experimental design utilizing an experimental and a control group, both pre and pos-tested with the purpose of assessing the achievement of both groups. In addition to the quantitative approach, a qualitative one was used by means of an open-ended questionnaire, intended to examine the level of satisfaction of both groups regarding the evaluation procedure adopted, the questionnaire being complemented with observations by the researcher and records of students from the experimental group during the experiment. The data collected showed no overall statistical differences between the two groups; the same occurred when the data was analyzed with a focus on the categories Knowledge, Comprehension and Application as set out in the Taxonomy of Educational Objectives. However, the level of satisfaction of the experimental group about the evaluation procedure adopted was significantly higher than the control group’s.  Besides, it was shown, on the basis of records by the researcher and by the students, that formative evaluation coupled with peer-tutoring promotes learning, as it turns the classroom into a more pleasant and dynamic learning environment.

Keywords : Learning Assessment; High School; Mathematics Teaching; Educational Taxonomy.

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