{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T23:39:21Z","timestamp":1740181161346,"version":"3.37.3"},"reference-count":24,"publisher":"Revemop","license":[{"start":{"date-parts":[[2022,4,25]],"date-time":"2022-04-25T00:00:00Z","timestamp":1650844800000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Revemop"],"abstract":"<jats:p>A avalia\u00e7\u00e3o das aprendizagens \u00e9 hoje reconhecida como um processo de comunica\u00e7\u00e3o socialmente constru\u00eddo em que protagonistas centrais deste processo s\u00e3o os professores e os alunos. \u00c9 nestes contextos interativos de que estes constroem as suas ideias sobre a avalia\u00e7\u00e3o, muitas vezes ignorada. Neste estudo explorat\u00f3rio quisemos compreender e perceber que tipo de conhecimentos t\u00eam sobre a avalia\u00e7\u00e3o das aprendizagens e que sugest\u00f5es apontam para uma mudan\u00e7a das pr\u00e1ticas de avaliativas no sentido de as tornar mais frutuosas para o ensino e aprendizagem. Os resultados permitem perceber que os alunos n\u00e3o s\u00f3 t\u00eam um conhecimento muito concreto sobre a avalia\u00e7\u00e3o, como tamb\u00e9m sobre como a avalia\u00e7\u00e3o deveria funcionar para contribuir para as suas aprendizagens.<\/jats:p>","DOI":"10.33532\/revemop.e202213","type":"journal-article","created":{"date-parts":[[2022,5,2]],"date-time":"2022-05-02T15:39:01Z","timestamp":1651505941000},"page":"e202213","source":"Crossref","is-referenced-by-count":0,"title":["O que os alunos sabem acerca da avalia\u00e7\u00e3o das aprendizagens"],"prefix":"10.33532","volume":"4","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2819-8114","authenticated-orcid":false,"given":"Jorge","family":"Pinto","sequence":"first","affiliation":[]}],"member":"19206","published-online":{"date-parts":[[2022,4,25]]},"reference":[{"key":"27720","unstructured":"BARDIN; Laurence. An\u00e1lise de Conte\u00fado. Lisboa: Edi\u00e7\u00f5es 70, 2014."},{"key":"27721","unstructured":"BARLOW, Michel. L\u2019\u00e9valuation scolaire, d\u00e9coder son langage. Paris: Chronique Social, 1992."},{"key":"27722","unstructured":"BARREIRA, Carlos; PINTO, Jorge. A investiga\u00e7\u00e3o em Portugal sobre a avalia\u00e7\u00e3o das aprendizagens dos alunos (1990-2005). Revista da Sociedade Portuguesa de Ci\u00eancias da Educa\u00e7\u00e3o, v. 4, p. 21-105, 2005."},{"key":"27723","doi-asserted-by":"crossref","unstructured":"BLACK, Paul; WILIAM, Dylan. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, v. 5, n.1, p. 7\u201374, 1998. Dispon\u00edvel em: https:\/\/doi.org\/10.1080\/0969595980050102","DOI":"10.1080\/0969595980050102"},{"key":"27724","doi-asserted-by":"crossref","unstructured":"BLACK, Paul; WILIAM, Dylan. In praise of educational research\u2019 formative assessment. 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Para uma teoria da avalia\u00e7\u00e3o formativa. Revista Portuguesa de Educa\u00e7\u00e3o, 2006, 19(2), p. 21-50, 2006."},{"key":"27730","doi-asserted-by":"crossref","unstructured":"FIGARI, G\u00e9rard; ACHOUCHE, Mohammed. Dix ann\u00e9es de travaux de recherche en \u00e9valuation (1986-1996). Mesure et \u00e9valuation en \u00e9ducation, 20 (2), 27-40, 1997","DOI":"10.7202\/1091381ar"},{"key":"27731","unstructured":"HADJI, Charles. L\u00b4\u00e9valuation d\u00e9mystifi\u00e9e. Paris : ESF \u00c9diteur, 1997."},{"key":"27732","unstructured":"HARLEN, Wynne; GARDNER, John. Assessment to support learning. In GARDNER, John et al. (Orgs.). Developing teacher assessment. London: McGraw-Hill Education, 2010. p. 15-28."},{"key":"27733","doi-asserted-by":"crossref","unstructured":"HARLEN, Wynne; JAMES, Mary. Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, v. 4, n.3, p. 365-379, 1997. 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