Um Estudo Exploratório do uso de Rubricas Pedagógicas para Avaliar a Aprendizagem Corregulada e a Regulação Compartilhada de Estudantes de Disciplinas Introdutórias de Programação
Resumo
As rubricas são usadas para avaliar uma grande variedade de aspectos no processo pedagógico. Rubricas são importantes para mensurar aspectos da aprendizagem de corregulação e regulação em grupo da aprendizagem envolvendo cognição, comportamento, motivação e emoções, em situações de coordenação temporária de regulação com colegas ou professores. Assim, o objetivo desta pesquisa é desvendar em que medida os estudantes de programação introdutória aplicam estratégias de corregulação e regulação compartilhada durante a programação. Um estudo exploratório envolvendo 198 alunos encontrou evidências que o mapeamento de uma rubrica pode ajudar a mensurar com mais precisão os resultados.Referências
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Calderon, I, Silva, W. e Feitosa, E. (2021) “Um Mapeamento Sistemático da Literatura sobre o uso de Metodologias Ativas durante o Ensino de Programação no Brasil”. X Congresso Brasileiro de Informática na Educação (CBIE 2021). Anais do XXXII Simpósio Brasileiro de Informática na Educação (SBIE 2021), pg. 1152-1161. DOI: 10.5753/sbie.2021.217564.
Cook, A., Dow, S. and Hammer, J. (2020) “Designing Interactive Scaffolds to Encourage Reflection on Peer Feedback”.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16 (3), 297–334. http://doi.org/10.1007/BF02310555
Hadwin, A., Järvelä, S., & Miller, M. (2018). Selfregulation, co-regulation, and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene, (Eds.). Handbook of self-regulation of learning and performance (2nd ed.). New York, NY: Routledge.
Kulkarni, C., Wei, K. P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D. and Klemmer, S. R. (2013) “Peer and self-assessment in massive online classes”. ACM Trans. Comput.-Hum. Interact. 20, 6, Article 33 (December 2013), 31 pages. https://doi.org/10.1145/2505057.
Järvenoja, H., Volet, S., & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 31–58.
Likert, R. A. (1932). Technique for the measurement of attitudes. Archives in Psychology, 140, 1–55.
Lerís, D., Sein-Echaluce, M. L., Hernández, M., Bueno, C. (2017) “Validation of indicators for implementing an adaptive platform for MOOCs”. Computers in Human Behavior, Volume 72, 2017, Pages 783-795, ISSN 0747-5632, https://doi.org/10.1016/j.chb.2016.07.054.
Ramírez, R. Juárez, C. X., Navarro, V., Tapia, R. I., Olvera, M. and García, C. G. (2018) "What is Programming? Putting all Together - A Set of Skills Required.". 6th International Conference in Software Engineering Research and Innovation (CONISOFT), 2018, pp. 11-20, doi: 10.1109/CONISOFT.2018.8645956.
Reddya, M. Y. and Andrade B., H. (2010) “A Review of Rubric Use in Higher Education”. Assessment & Evaluation in Higher Education, vol. 35, no. 4, pp. 435-448, 2010. DOI: 10.1080/02602930902862859.
Schmidt, J. Y. (2020) “Reviewing CS1 Materials through a Collaborative Software Engineering Exercise: An Experience Report”. Proceedings of the 51st ACM Technical Symposium on Computer Science Education. Association for Computing Machinery,NewYork,NY,USA,379–385. https://doi.org/10.1145/3328778.3366932.
Tastle, W. J., & Wierman, M. J. (2007). Consensus and dissention: a measure of ordinal dispersion. International Journal of Approximate Reasoning, 45, 531–545. https://doi.org/10.1016/j.ijar.2006.06.024.
Tavakol M, Dennick R. (2011) “Making sense of Cronbach's alpha”. Int J Med Educ. 2011 Jun 27;2:53-55. doi: 10.5116/ijme.4dfb.8dfd. PMID: 28029643; PMCID: PMC4205511.
Aivaloglou, E. and Meulen, A. V. D. (2021) “An Empirical Study of Students’ Perceptions on the Setup and Grading of Group Programming Assignments”, ACM Trans. Comput. Educ. 21, 3, Article 17 (September 2021), 22 pages. https://doi.org/10.1145/3440994.
Calderon, I, Silva, W. e Feitosa, E. (2021) “Um Mapeamento Sistemático da Literatura sobre o uso de Metodologias Ativas durante o Ensino de Programação no Brasil”. X Congresso Brasileiro de Informática na Educação (CBIE 2021). Anais do XXXII Simpósio Brasileiro de Informática na Educação (SBIE 2021), pg. 1152-1161. DOI: 10.5753/sbie.2021.217564.
Cook, A., Dow, S. and Hammer, J. (2020) “Designing Interactive Scaffolds to Encourage Reflection on Peer Feedback”.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16 (3), 297–334. http://doi.org/10.1007/BF02310555
Hadwin, A., Järvelä, S., & Miller, M. (2018). Selfregulation, co-regulation, and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene, (Eds.). Handbook of self-regulation of learning and performance (2nd ed.). New York, NY: Routledge.
Kulkarni, C., Wei, K. P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D. and Klemmer, S. R. (2013) “Peer and self-assessment in massive online classes”. ACM Trans. Comput.-Hum. Interact. 20, 6, Article 33 (December 2013), 31 pages. https://doi.org/10.1145/2505057.
Järvenoja, H., Volet, S., & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 31–58.
Likert, R. A. (1932). Technique for the measurement of attitudes. Archives in Psychology, 140, 1–55.
Lerís, D., Sein-Echaluce, M. L., Hernández, M., Bueno, C. (2017) “Validation of indicators for implementing an adaptive platform for MOOCs”. Computers in Human Behavior, Volume 72, 2017, Pages 783-795, ISSN 0747-5632, https://doi.org/10.1016/j.chb.2016.07.054.
Ramírez, R. Juárez, C. X., Navarro, V., Tapia, R. I., Olvera, M. and García, C. G. (2018) "What is Programming? Putting all Together - A Set of Skills Required.". 6th International Conference in Software Engineering Research and Innovation (CONISOFT), 2018, pp. 11-20, doi: 10.1109/CONISOFT.2018.8645956.
Reddya, M. Y. and Andrade B., H. (2010) “A Review of Rubric Use in Higher Education”. Assessment & Evaluation in Higher Education, vol. 35, no. 4, pp. 435-448, 2010. DOI: 10.1080/02602930902862859.
Schmidt, J. Y. (2020) “Reviewing CS1 Materials through a Collaborative Software Engineering Exercise: An Experience Report”. Proceedings of the 51st ACM Technical Symposium on Computer Science Education. Association for Computing Machinery,NewYork,NY,USA,379–385. https://doi.org/10.1145/3328778.3366932.
Tastle, W. J., & Wierman, M. J. (2007). Consensus and dissention: a measure of ordinal dispersion. International Journal of Approximate Reasoning, 45, 531–545. https://doi.org/10.1016/j.ijar.2006.06.024.
Tavakol M, Dennick R. (2011) “Making sense of Cronbach's alpha”. Int J Med Educ. 2011 Jun 27;2:53-55. doi: 10.5116/ijme.4dfb.8dfd. PMID: 28029643; PMCID: PMC4205511.
Publicado
23/08/2023
Como Citar
CAMPOS, Dirson Santos de; FERREIRA, Deller James.
Um Estudo Exploratório do uso de Rubricas Pedagógicas para Avaliar a Aprendizagem Corregulada e a Regulação Compartilhada de Estudantes de Disciplinas Introdutórias de Programação. In: CONGRESSO SOBRE TECNOLOGIAS NA EDUCAÇÃO (CTRL+E), 8. , 2023, Santarém/PA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 370-379.
DOI: https://doi.org/10.5753/ctrle.2023.232953.
