Abre-te, sésamo! Avaliação renovável na formação inicial docente mediada por um repositório dinâmico de REA
Resumo
Educação de qualidade, inclusiva e equitativa, demanda contínua reflexão sobre práticas correntes e experimentação de abordagens diversas. Entre os desafios, a avaliação é um instrumento que requer alternativas para extrapolar a capacidade de retenção de conhecimento exigida nas provas tradicionais. O objetivo deste trabalho é analisar as contribuições da avaliação renovável para ressignificar o processo avaliativo por meio da elaboração de recursos educacionais abertos (REA). Os resultados do estudo de caso em um curso de licenciatura indicam que a avaliação renovável estimula o engajamento discente, mobiliza habilidades interdisciplinares, divulga a cultura aberta e provê a curricularização da extensão.
Palavras-chave:
Recursos Educacionais Abertos, REA, Avaliação renovável, Repositório dinâmico de REA
Referências
Amiel, T. (2012). Educação aberta: configurando ambientes, práticas e recursos educacionais. In: Santana, B.; Rossini, C.; Pretto, N. D. L. (org.) Recursos Educacionais Abertos: práticas colaborativas e políticas públicas. Salvador: Edufba, p. 71–90.
Anderson, T. (2013). Open access scholarly publications as OER. In: International Review of Research in Open and Distributed Learning, Athabasca University Press (AU Press), v. 14, n. 2, p. 81–95.
Atenas, J.; Havemann, L. (2013). Quality assurance in the open: an evaluation of OER repositories. In: The International Journal for Innovation and Quality in Learning, v. 1, n. 2, p. 22–34.
Baker, A. D. (2019). Open Educational Resources in teacher preparation programs: teacher candidates' perceptions of open textbooks. In: Zhou, M. Y. (ed.) International Journal of Teacher Education and Professional Development (IJTEPD), v. 2, n. 1, p. 52–65.
Balbino, F. C.; De Deus, W. S.; Barbosa, E. F. (2023). A dynamic Open Educational Resources repository to enhance primary and secondary education. In: 2023 IEEE International Conference on Advanced Learning Technologies (ICALT), p. 4–8.
Baran, E.; AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students' voices. In: Distance Education, v. 41, n. 2.
Barker, P.; Campbell, L. M. (2016). Technology strategies for Open Educational Resource dissemination. In: Blessinger, P.; Bliss, T. (ed.) Open Education: International Perspectives in Higher Education. Cambridge: Open Book Publishers, cap. 3, p. 51–71.
Bosch, C. (2024). Creating Open Educational Resources as renewable assessment activities for Computer Science Education: enhancing intrinsic motivation through co-creation. In: Bosch, C.; Goosen, L.; Chetty, J. (org.) Navigating Computer Science Education in the 21st Century. IGI Global, 2024, p. 41–65.
Burgos-Aguilar, J. V.; Mortera, F. J. (2011). Formation of Communities of Practice to promote openness in Education. In: eLearning Papers, v. 23.
Caeiro-Rodríguez, M. et al. (2015). Supporting real Open Educational Resources in Edu-AREA: Different views about Open Educational Resources. In: 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, USA.
Cronin, C. (2017). Openness and praxis: exploring the use of Open Educational Practices in Higher Education. In: The International Review of Research in Open and Distributed Learning, v. 18, n. 5.
Elkhoury, E. (2023). Ten principles of alternative assessment. In: Jaffer, T.; Govender, S. C.; Czerniewicz, L. (ed.) Learning Design Voices, [link].
Galland, A. (2002). Ali Babá e os quarenta ladrões. Adaptação de Luc Lefort. São Paulo: Ática.
Garcia-Solano, R.; Calleros, J. M. G.; Olmos-Pineda, I. (2021). Open Educational Resources Repositories OERR: a literature review. In: XI International Conference on Virtual Campus (JICV), Salamanca, Spain.
Gil, A. C. (2009). Didática do Ensino Superior. São Paulo: Atlas.
Huang, R. et al. (2020). Disrupted classes, undisrupted learning during covid-19 outbreak in China: application of open educational practices and resources. In: Smart Learning Environments, v. 7, p. 15.
Marín, V.; Villar-Onrubia, D. (2022). Online infrastructures for open educational resources. In: Zawacki-Richter, O.; Jung, I. (ed.) Handbook of Open, Distance and Digital Education. Springer, DOI: 10.1007/978-981-19-2080-6_18.
McGowan-Kirsch, A. M.; Steidinger, K. S. (2024). Fostering inclusive communities through a student-constructed Open Pedagogy textbook. In: College Teaching, DOI: 10.1080/87567555.2024.2355217.
MEC. Ministério da Educação. (2023). Parecer CNE/CES nº 576/2023. [link].
Oliveira, A. (2021). Seven considerations when creating renewable assessments. In: Oliveira, A. et al. On assessment: an exploration of emerging approaches, Centennial College, [link].
Pimentel, M.; Carvalho, F. (2021). Cinco equívocos sobre avaliação da aprendizagem. In: SBC Horizontes, [link].
Rodés, V.; Gewerc-Barujel, A.; Llamas-Nistal, M. (2019). University teachers and Open Educational Resources: case studies from Latin America. In: The International Review of Research in Open and Distributed Learning, v. 20, n. 1.
Santos, A. I.; Punie, Y.; Muñoz, J. C. (2016). Opening up Education: a support framework for Higher Education Institutions. JRC Science for Policy Report, [link].
Santos-Hermosa, G.; Ferran-Ferrer, N.; Abadal, E. (2017). Repositories of Open Educational Resources: an assessment of reuse and educational aspects. In: The International Review of Research in Open and Distributed Learning, v. 18, n. 5.
Seraphin, S. B. et al. (2019). A conceptual framework for non-disposable assignments: inspiring implementation, innovation, and research. In: Psychology Learning & Teaching, v. 18, n. 1, p. 84–97.
Sokhanvar, Z.; Salehi, K.; Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of Higher Education students: a systematic literature review. In: Studies in Educational Evaluation, v. 70.
Tlili, A. et al. (2019). Open Educational Resources and Practices in China: a Systematic Literature Review. In: Sustainability, v. 11, n. 18.
Tlili, A. et al. (2020). Current state of Open Educational Resources in the Arab region: an investigation in 22 countries. In: Smart Learning Environments, v. 7.
Tlili, A. et al. (2022). Are we there yet? A Systematic Literature Review of Open Educational Resources in Africa: a combined content and bibliometric analysis. In: PLOS ONE, Public Library of Science, v. 17, n. 1.
Unesco (2016). Unpacking Sustainable Development Goal 4: Education 2030, [link].
Unesco (2019). Recommendation on Open Educational Resources (OER). Paris, France, [link].
Valente, J. A.; De Almeida, M. E. B.; Geraldini, A. F. S. (2017). Metodologias ativas: das concepções às práticas em distintos níveis de ensino. In: Revista Diálogo Educacional, v. 17, n. 52, p. 455–478.
Versantvoort, M.; Schuwer, R. (2023). Towards sustainable OER practices: the case of Bachelor Nursing in the Netherlands. In: Open Praxis, v. 15, n. 2, p. 113–123.
Wohlin, C.; Rainer, A. (2022). Is it a case study? A critical analysis and guidance. In: Journal of Systems and Software, v. 192.
Wiley, D. (2016). Toward Renewable Assessments, [link].
Wiley, D.; Hilton III, J. L. (2018). Defining OER-enabled pedagogy. In: The International Review of Research in Open and Distributed Learning, v. 19, n. 4.
Anderson, T. (2013). Open access scholarly publications as OER. In: International Review of Research in Open and Distributed Learning, Athabasca University Press (AU Press), v. 14, n. 2, p. 81–95.
Atenas, J.; Havemann, L. (2013). Quality assurance in the open: an evaluation of OER repositories. In: The International Journal for Innovation and Quality in Learning, v. 1, n. 2, p. 22–34.
Baker, A. D. (2019). Open Educational Resources in teacher preparation programs: teacher candidates' perceptions of open textbooks. In: Zhou, M. Y. (ed.) International Journal of Teacher Education and Professional Development (IJTEPD), v. 2, n. 1, p. 52–65.
Balbino, F. C.; De Deus, W. S.; Barbosa, E. F. (2023). A dynamic Open Educational Resources repository to enhance primary and secondary education. In: 2023 IEEE International Conference on Advanced Learning Technologies (ICALT), p. 4–8.
Baran, E.; AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students' voices. In: Distance Education, v. 41, n. 2.
Barker, P.; Campbell, L. M. (2016). Technology strategies for Open Educational Resource dissemination. In: Blessinger, P.; Bliss, T. (ed.) Open Education: International Perspectives in Higher Education. Cambridge: Open Book Publishers, cap. 3, p. 51–71.
Bosch, C. (2024). Creating Open Educational Resources as renewable assessment activities for Computer Science Education: enhancing intrinsic motivation through co-creation. In: Bosch, C.; Goosen, L.; Chetty, J. (org.) Navigating Computer Science Education in the 21st Century. IGI Global, 2024, p. 41–65.
Burgos-Aguilar, J. V.; Mortera, F. J. (2011). Formation of Communities of Practice to promote openness in Education. In: eLearning Papers, v. 23.
Caeiro-Rodríguez, M. et al. (2015). Supporting real Open Educational Resources in Edu-AREA: Different views about Open Educational Resources. In: 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, USA.
Cronin, C. (2017). Openness and praxis: exploring the use of Open Educational Practices in Higher Education. In: The International Review of Research in Open and Distributed Learning, v. 18, n. 5.
Elkhoury, E. (2023). Ten principles of alternative assessment. In: Jaffer, T.; Govender, S. C.; Czerniewicz, L. (ed.) Learning Design Voices, [link].
Galland, A. (2002). Ali Babá e os quarenta ladrões. Adaptação de Luc Lefort. São Paulo: Ática.
Garcia-Solano, R.; Calleros, J. M. G.; Olmos-Pineda, I. (2021). Open Educational Resources Repositories OERR: a literature review. In: XI International Conference on Virtual Campus (JICV), Salamanca, Spain.
Gil, A. C. (2009). Didática do Ensino Superior. São Paulo: Atlas.
Huang, R. et al. (2020). Disrupted classes, undisrupted learning during covid-19 outbreak in China: application of open educational practices and resources. In: Smart Learning Environments, v. 7, p. 15.
Marín, V.; Villar-Onrubia, D. (2022). Online infrastructures for open educational resources. In: Zawacki-Richter, O.; Jung, I. (ed.) Handbook of Open, Distance and Digital Education. Springer, DOI: 10.1007/978-981-19-2080-6_18.
McGowan-Kirsch, A. M.; Steidinger, K. S. (2024). Fostering inclusive communities through a student-constructed Open Pedagogy textbook. In: College Teaching, DOI: 10.1080/87567555.2024.2355217.
MEC. Ministério da Educação. (2023). Parecer CNE/CES nº 576/2023. [link].
Oliveira, A. (2021). Seven considerations when creating renewable assessments. In: Oliveira, A. et al. On assessment: an exploration of emerging approaches, Centennial College, [link].
Pimentel, M.; Carvalho, F. (2021). Cinco equívocos sobre avaliação da aprendizagem. In: SBC Horizontes, [link].
Rodés, V.; Gewerc-Barujel, A.; Llamas-Nistal, M. (2019). University teachers and Open Educational Resources: case studies from Latin America. In: The International Review of Research in Open and Distributed Learning, v. 20, n. 1.
Santos, A. I.; Punie, Y.; Muñoz, J. C. (2016). Opening up Education: a support framework for Higher Education Institutions. JRC Science for Policy Report, [link].
Santos-Hermosa, G.; Ferran-Ferrer, N.; Abadal, E. (2017). Repositories of Open Educational Resources: an assessment of reuse and educational aspects. In: The International Review of Research in Open and Distributed Learning, v. 18, n. 5.
Seraphin, S. B. et al. (2019). A conceptual framework for non-disposable assignments: inspiring implementation, innovation, and research. In: Psychology Learning & Teaching, v. 18, n. 1, p. 84–97.
Sokhanvar, Z.; Salehi, K.; Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of Higher Education students: a systematic literature review. In: Studies in Educational Evaluation, v. 70.
Tlili, A. et al. (2019). Open Educational Resources and Practices in China: a Systematic Literature Review. In: Sustainability, v. 11, n. 18.
Tlili, A. et al. (2020). Current state of Open Educational Resources in the Arab region: an investigation in 22 countries. In: Smart Learning Environments, v. 7.
Tlili, A. et al. (2022). Are we there yet? A Systematic Literature Review of Open Educational Resources in Africa: a combined content and bibliometric analysis. In: PLOS ONE, Public Library of Science, v. 17, n. 1.
Unesco (2016). Unpacking Sustainable Development Goal 4: Education 2030, [link].
Unesco (2019). Recommendation on Open Educational Resources (OER). Paris, France, [link].
Valente, J. A.; De Almeida, M. E. B.; Geraldini, A. F. S. (2017). Metodologias ativas: das concepções às práticas em distintos níveis de ensino. In: Revista Diálogo Educacional, v. 17, n. 52, p. 455–478.
Versantvoort, M.; Schuwer, R. (2023). Towards sustainable OER practices: the case of Bachelor Nursing in the Netherlands. In: Open Praxis, v. 15, n. 2, p. 113–123.
Wohlin, C.; Rainer, A. (2022). Is it a case study? A critical analysis and guidance. In: Journal of Systems and Software, v. 192.
Wiley, D. (2016). Toward Renewable Assessments, [link].
Wiley, D.; Hilton III, J. L. (2018). Defining OER-enabled pedagogy. In: The International Review of Research in Open and Distributed Learning, v. 19, n. 4.
Publicado
04/11/2024
Como Citar
BALBINO, Fernando Cesar; BARBOSA, Ellen Francine.
Abre-te, sésamo! Avaliação renovável na formação inicial docente mediada por um repositório dinâmico de REA. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 356-369.
DOI: https://doi.org/10.5753/sbie.2024.242526.
