Modelo de avaliação em artes visuais : desenho A em discussão : o que pensam professores e alunos

  • Sónia Catarina Paulino Antunes de Almeida

Student thesis: Master's Thesis

Abstract

In general terms, the dissertation Evaluation Model in Visual Arts/Drawing A. under discussion - What Teachers and Students Think, addresses the opinion of teachers and students about the evaluation process used at school in Visual Arts/Drawing A and tries to collect opinions of teachers and students to improve the proposal. Since teaching is more focused on the students and on the development of their skills, satisfaction at school is associated with the assessment made by the students themselves about how they feel about that environment, considering the importance of the school, the school community and the relationships experienced in this context, forcing teachers to adapt teaching and assessment strategies. It is also clear that students assessment is one of the leading indicators of school quality and of the entire education system. Therefore, it is important to understand how the assessment of arts occurs and to analyze how assessment practices are integrated into the teaching and learning process, in order to understand whether they meet the objectives and needs of the students. This dissertation has two parts: The first part addresses the school as a learning organization and shows the importance of curricular articulation in the improvement of learning and particularly on issues, on the assessment of students. This is one of the preponderant indicators of school quality and of the entire education system. Therefore, it is important to understand several issues: the evaluation model for the teaching of Visual Arts, how the assessment in Visual Arts occurs, Visual Arts/Drawing A as a subject and its limitations, the criteria, the evaluation instruments and what to evaluate in Drawing A. These are some of the aspects that are deepened in this dissertation, aiming at a theoretical support that allows the implementation and conduction of the second part of this study, the empirical part. Given the nature of the problem, we privileged a qualitative methodology, which provided an exploratory and interpretive approach based on semi-structured interviews addressed to 8 teachers and questionnaires addressed to 8 Visual Arts students. The results obtained after this research have an effective meaning for the improvement of the teaching practice, namely the assessment responsibilities of Drawing A teachers. A reformulation of the methods based on a critical and reflective analysis of the perceptions of teachers and students is suggested. This points to the need to value student progress over time rather than overvaluing summative assessment. It is also advocated the application of this method in a more flexible way in view of its sensitivity to the reality of each teaching-learning process.
Date of Award2022
Original languagePortuguese
SupervisorOSCAR CONCEIÇÃO DE SOUSA (Supervisor)

Keywords

  • VISUAL ARTS TEACHING
  • VISUAL EDUCATION
  • INTERNSHIP REPORTS
  • TEACHING-LEARNING PROCESS
  • TEACHERS
  • STUDENTS
  • TID:203284445

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