Article
Portuguese
ID: <
oai:doaj.org/article:65ef307869ba412b821f62c84d644b03>
·
DOI: <
10.21723/riaee.v12.n.esp.2.10303>
Abstract
The findings of the qualitative phase of a mixed research aimed at explaining the contribution of evaluation practices to the academic self-regulation of standard students are presented. In the multiple-case and evaluative study, three in-depth interviews with memory technique were applied to ten teacher trainers on their assessment practices, and the involvement of students during the development of a six-monthly course to identify their teaching knowledge (Shulman, 1987) and to analyse the construction of new teaching knowledge based on learning assessment practice profiles. Teachers were selected on the basis of voluntary subjects and quotas, among which they had to make use of a technological tool in the evaluation process. The findings make it possible to identify three patterns or profiles of learning evaluation practice.