SciELO - Scientific Electronic Library Online

 
vol.34 issue104Assessment of risk predictors for intellectual disabilitiesPotentialities of a collaborative model for the appropriation of ICT in a context of social vulnerability author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

article

Indicators

Share


Revista Psicopedagogia

Print version ISSN 0103-8486

Abstract

BARBOSA, Laura Monte Serrat. Psychopedagogical evaluation - Reading and understanding texts as tools of learning. Rev. psicopedag. [online]. 2017, vol.34, n.104, pp.196-215. ISSN 0103-8486.

This text aims to show that it is possible to change the focus of the evaluation of an apprentice who, for some reason, does not meet the criteria for the evaluation of society. To evaluate learning, rather than raise difficulties, it is possible to understand the functioning of who learns so you can realize your way to learn and develop strategies to overcome difficulties. It presents one of the projects developed in nearly two decades, in Síntese - Centro de Estudos da Aprendizagem, regarding the evaluation of reading, using an instrument that was built by your team of psychopedagogic, from the work begun in the 1990 by Geraldine Franco de Oliveira Miraglia. The instrument created and perfected in this period is called Text Puzzle and has as one of its main purposes the reconstruction of a text, observing linguistic indicators and, above all, a conversation with the apprentice to understand how you got to that result, its facilities and difficulties and who understood the text. It's about putting the learner in reading and watching him on task performance. The text proposes the observation criteria for examining the process of reading and how to organize the material, to which this form of assess artificialize not the process of reading the apprentice.

Keywords : Evaluation; Reading; Learning; Comprehension; Communication.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License