1. 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
(1) Project financed by FCT, no. PTDC/CED/64970/2006

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Thank you! Gracias! Obrigado!
AREA, Regulated and Assessment for Teaching and Learning