AREA(1), Regulated and Assessment for Teaching and Learning Reflect before acting Regulatory practice assessment for learning Paulo Dias Leonor Santos I triedes show the application a regulated assessment for learning. It’s a process in a secondary school in Portugal. Includes students with sixteen and seventeen years. The experience happened in the extense word developed a group investigators involves to the project AREA. AREA(1), Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/, (1) Project financed by FCT, no. PTDC/CED/64970/2006

state of the art The regulation for learning is understood as an intentional act (Santos, 2002) The students' learning is better when the teachers promote the formative assessment (Black & Wiliam, 2002) In the learning process is necessary that the student reflect, identify the reasoning deviations, their mistakes and cross them (Pinto, 2003) The pupil in communication, with each others or with the teacher, is in a confrontation that takes him to explain, to justify, to argue (Gipps, 1999; Shepard, 2000) The orientation in this process occurs of the established interactions with the teacher, the work group or other support (Dias, 2005) It,s a theoritical reference, I realce a some crosswords, Learning, intencional, formative assessment, reflect, communication, interaction AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Problem and questions to investigate What is the difference they can find the oral discussion of the resolution strategy and his written description? What is the difference they can find between in the written description the resolution strategy and in the respective resolutions? - The resolution has vantage in advance for learning? I believe the answer at to the task contribute for the knowledge. It can help the student undestanding and antecipation his resolution, This fact, contribute to a good act, and, consequently to eliminate mistakes and difficulties. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

The assessment in the Secondary´s school in Portugal assessment as integral part of the process for teaching and learning: “to Assessment knowledge students' mathematical means to gather and to analyze data on which these know regarding concepts and mathematical methods. This data should be used by the teachers and students; the teachers should use it to help the students to acquire deep knowledge and ideas on the mathematical contents.” (Portugal Ministry of Education, 2001, p.13) In concerns the assessment, Since 1991, in Portugal, That is understood as integral part the process teaching and learning AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

The accomplished experience: reflect before you act the students describe, writing, the solving problems process teacher took the description and gave feedback The student solved in agreement with the written strategy T eacher S tudent the confrontation among the two produced documents discussion in the group 1- The students are confronted with a problem or a problematic situation; the interpretation the task was made through a discussion in the group, the teacher no intervention;   2- After the discussion, the students described, in writing, the process of resolution the task; 3- The teacher made home and he gave feedback, 4- The student solved in agreement with the written strategy and made the confrontation two documents. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Methodology last school year K-12, students of sixteen and seventeen years three problematic situations observation, audio recordings and written productions established categories, in agreement with the theoretical reference picture This experience ocorre was students the K-12, terminal year a cycle studies frequented The analysis data was made among the comparison of the students' written works, to recordings audio and the observation classes. After the systemization the collected data establishes categories, and comparated with the theoretical reference. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Presentation and discussion of the results The students translate the text of the task for their own language, in way to establish the understanding and the understanding of the proposal 1. (…) Liane: Then, passed the number of original fish and the total number of existent fish in the lake, they are given… This is the original fish. (???) 2.Carlos: That is now the ones that is. 3.Liane: But the originals are 200, here they are 200,06. to interpret the variables in the presented context, the students mobilize different knowledge and capacities AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Presentation and discussion of the results This written, about the description of the resolution, doesn't show the difficulties, the mistakes, the discussion and the whole work that the students accomplished. This written, about the description of the resolution, doesn't show the difficulties, the mistakes, the discussion and the whole work that the students accomplished. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Presentation and discussion of the results In spite of being coherent with the description of the resolution of the proposed task turn not be present the part of the mathematical communication. The resolution is dominated by the mathematical language. The students accomplished a resolution for graphic representation falling back upon the graphic calculator. The resolution is dominated by the mathematical language. No including aspects the maternal language and no explaining how they are obtained the values. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Conclusion In the two written documents the proposed strategy leads to the right problem resolution, having the description a valorization for the process that should be preceded and in the resolution the application of that process. The deep reflection suffers the task helped the student to going mistakes and difficulties, once he has development the necessary mechanisms to evaluate the application or not of a given resolution strategy. In the school practices, the materialization of this perspective can go by simple tasks as the consistence among the assessment tasks and of teaching in the incentive to the regulated assessment for learning. it evidences that differences exist between the description of the strategy resolution the proposed task and the respective resolution. Relatively to the visual aspect, in the description the text prevails written in the form written document and in the resolution the predominance calculations is verified and graphic representations. In the resolution, the students show the foreseen strategy, but they don't explain to her, nor they justify her, they are limited to follow it giving relevance to the mathematical aspects however They give an answer to the put problem. In the two written documents the proposed strategy leads to the right resolution problem, having in the description a valorization for the process that should be preceded and in the resolution the application that process. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Conclusion When the student goes through this process, he tries to realise what is requested to him/her. At the same time, he is doing a review process of his knowledge structures to give a proper answer to the situation (goal-condition), contributing to his self-regulated process learning. I could infer that in this modality regulated assessment for learning that the student shows in the written form passes, because other aspects that are not told in the written documents exists but that contribute equally for that t they are the representations and the knowledge the students have the mathematical knowledge. AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

For Research…. What is the assessment? What procedures for assessing may help students learn more significantly? What processes include all students? AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/

Thank you! Gracias! Obrigado! AREA, Regulated and Assessment for Teaching and Learning http://area.fc.ul.pt/