PORTFOLIO IN PROMOTING SELF-ASSESSMENT OF LEARNING: EDUCATIONAL CHILD UNDER FOCUS
DOI:
https://doi.org/10.14572/nuances.v25i3.3200Keywords:
Early Childhood Education, Formative assessment, Portfolio, Self-assessmentAbstract
The training commitment and interest in engaging children in managing their own learning process led to the adoption of portfolio and raised the problem of how the portfolio can encourage their authors to self-assessment, children who are part of a preschool class. The stated goal therefore was: to map and understand the limits and possibilities of promoting self-assessment portfolio by children that integrate preschool class. The research, a case study of qualitative approach included the 20 children of preschool class public school located in Londrina, Paraná. Data collection was performed by documents produced by the children, interviews and observation. The thematic content analysis revealed that the portfolio setup self-assessment instrument, which permitted the children to identify the presence of hardship, over shoots and learning during their construction and analysis.
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CC BY-NC
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