External evaluation plays a central role in the lives of teachers and students. For both, the pressure they exert is undeniable, conditioning, as such, much of their action. Managing a curriculum and promoting meaningful learning, with disregarding the ever present external evaluation, can be a challenge, when the articulations seem very weak. In fact, society requires instruments that promote justice and equity and external evaluation seems to respond to this requirement. However, when curriculum, learning and exams do not seem to be aligned, this justice and equity can and should be questioned. Looking for (dis) articulations, we developed this investigation analysing national exams of Geography A and the specific program of the subject, in the light of Bloom's taxonomy. We analysed the Geography A national exams taken between 2012 and 2018, which seemed to be a representative sample and which allowed the measurement of (in) congruences. We identified cognitive processes and domain knowledge evaluated in the exams and confronted the cognitive processes activated from the expected learning according to the subject's program. From the results obtained, we realized that the verbs “remember”, “understand” and “analyse” are the most frequent in terms of cognitive processes, while the dimensions of knowledge are located in the factual and conceptual domains.
|Date of Award||11 Nov 2020|
- Universidade Católica Portuguesa
|Supervisor||Ilídia Cabral (Supervisor) & José Matias Alves (Co-Supervisor)|
- National exams
- Bloom's taxonomy
- Mestrado em Ciências da Educação