<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602015000400109</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.41488</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de avaliação de dois professores universitários: pesquisa utilizando observações e narrativas de atividades das aulas]]></article-title>
<article-title xml:lang="en"><![CDATA[ Assessment practices of two university professors: a study using observations and narratives built on class activities ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Domingos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação da Universidade de Lisboa ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>1</volume>
<numero>spe</numero>
<fpage>109</fpage>
<lpage>135</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602015000400109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602015000400109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602015000400109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O prop&#243;sito deste estudo era compreender pr&#225;ticas de ensino e avalia&#231;&#227;o de dois docentes universit&#225;rios de Artes e Humanidades, tendo-se analisado: a) a organiza&#231;&#227;o do ensino e as din&#226;micas de sala de aula; b) as tarefas de ensino e avalia&#231;&#227;o utilizadas e pap&#233;is de alunos e docentes; c) o feedback; e d) as utiliza&#231;&#245;es da avalia&#231;&#227;o. Os dados foram coletados atrav&#233;s de observa&#231;&#245;es e entrevistas aos professores e aos alunos. As narrativas mostraram que os docentes utilizaram pr&#225;ticas de ensino e avalia&#231;&#227;o diferentes ainda que partilhassem perspetivas pedag&#243;gicas semelhantes. A pesquisa permitiu concluir que aulas estruturadas com prop&#243;sitos claros e bem definidas; din&#226;micas de ensino e avalia&#231;&#227;o diversificadas; utiliza&#231;&#227;o de tarefas criteriosamente selecionadas; participa&#231;&#227;o ativa dos alunos nos processos de aprendizagem e avalia&#231;&#227;o; distribui&#231;&#227;o sistem&#225;tica de feedback de qualidade; utiliza&#231;&#227;o da avalia&#231;&#227;o formativa; e utiliza&#231;&#227;o de processos de auto e heteroavalia&#231;&#227;o est&#227;o associadas a melhores aprendizagens, de acordo com as opini&#245;es dos alunos e dos docentes. A pesquisa permitiu ainda elaborar reflex&#245;es relacionadas com a natureza das tarefas, a participa&#231;&#227;o dos alunos, o feedback e a qualidade das aprendizagens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The main purpose of this study was to understand teaching and assessment practices of two university professors of Arts and Humanities. Thus, the following pedagogical aspects were analyzed: a) teaching organization and classroom dynamics; b) teaching and assessment tasks as well as professors and students' roles; c) feedback; and d) utilization of assessments. Data were collected through classroom observations and both professors and students' interviews. Narratives showed that although professors shared similar pedagogical perspectives, they made use of different teaching and assessment practices. This study allowed one to conclude that well defined structured classes with clear purposes; diversified teaching and assessment dynamics; utilization of carefully selected tasks; students' active participation in the learning and assessment processes; systematic distribution of high quality feedback; utilization of formative assessment; and utilization of self and combined modes of assessment are closely related to better learning, according to both professors and students' accounts. Besides, this research enabled one to come up with some reflections on the tasks nature, students' participation, feedback and quality of learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[práticas de ensino]]></kwd>
<kwd lng="pt"><![CDATA[práticas de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[assessment practices]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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