Banca de DEFESA: Ana Lúcia Ferreira de Morais

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Ana Lúcia Ferreira de Morais
DATE: 31/08/2022
TIME: 14:00
LOCAL: Campus Darcy Ribeiro, Instituto de Letras, Sala 35
TITLE:

The task of using tasks: assessment procedures in a public Interschool Language Center

KEY WORDS:

language learning assessment; language tasks; task-based assessment.

PAGES: 213
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Over time, language tasks and assessment have been modified, considering this, it is aimed to examine the implementation of a new assessment model using tasks in a public Inter-School Language Center. The goals of this dissertation are to identify the motivation for the adoption of tasks to assess language learning and the real implementation of their use, problematizing the factors that influence and relate to this use in the investigated environment, observing the connection between assessment and teaching. To do so, an interpretive (SCHWANDT, 2006) intrinsic case study (STAKE, 1995) was carried out using mixed methods research (DÖRNYEI, 2007), developed with six foreign language teachers, two of them being members of the school management team. Data was collected through document analysis, electronic questionnaire, interviews, class observation and field notes. The analysis of these data was conducted based on the content analysis method (BARDIN, 1977). This research was theoretically driven by Willis and Willis (2007) whose definition of tasks as motivating, authentic, with an outcome which is assessed, primary focused on meaning and completion is a priority. Regarding assessment, the highlights are Arcas (2017); Taras (2005,2010) and Hamp-Lyons ((2016 who define formative assessment learning mediator avoiding poles apart views. And Carless (2007) father of Learning-oriented assessment which comes up with the central part played by tasks, learners, and feedback in assessment. Thus, the main motivations for using tasks observed were the search for improving learners’ oral proficiency and promoting their autonomy. However, due to a hurried and poorly structured implementation process which resulted in a fragmented way of understanding tasks, culminating in the usage of instruments called tasks, but nor display by design task’s characteristics or due to the teaching procedures come to be emptied of those same characteristics. Likewise, it was observed that the assessment’s results are not used as feedback for the learning process. This allowed us to conclude that the results found evidenced low assessment and design and use of tasks literacy in the researched context. Such diagnosis raises the need to promote initiatives aimed at enabling both types of literacy to promote truly learning-oriented assessment practices as intended in the researched educational institution.

BANKING MEMBERS:
Externo à Instituição - DOUGLAS ALTAMIRO CONSOLO
Interno - 1379322 - FIDEL ARMANDO CANAS CHAVEZ
Interna - 1816766 - JOARA MARTIN BERGSLEITHNER
Presidente - 1752438 - VANESSA BORGES DE ALMEIDA