Navegando por Autor "KLEIN, Ruben"

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    A alfabetização de crianças com seis anos: uma contribuição para o debate sobre aquisição de habilidades de leitura escrita e matemática no primeiro ano do ensino fundamental
    (2008) FONTANIVE, Nilma; KLEIN, Ruben; BIER, Sônia Elizabeth
    This literacy project deals with 6-year-old students that have engaged in the first year of Public Elementary Schools in the state of Rio Grande do Sul in the south of Brazil. Aiming to evaluate the reading, writing and math skills achieved by the students, an experimental model was designed. This model divided the students into four groups, where three of them took part in learning activities conducted by three different institutions, and the fourth, called group of control, took part in activities conducted by the schools themselves. The results of the activities were presented on a reading, writing and math proficiency scale and it showed the development of the students' performance at the end of their first year of school. The main outcome showed that the results of the three groups of intervention were better than the results of the control group in reading and writing and there was no difference in mathematics. A measure of the socioeconomic level of the schools was built and no difference in distribution was found.
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    A capacitação de professores em avaliação em salas de aula: um esboço de idéias e estratégias
    (2003) ELLIOT, Lígia Gomes; FONTANIVE, Nilma Santos; KLEIN, Ruben
    The consolidation of large scale evaluations systems has to be followed up by the implementation of educational policies at federal, state and county levels. By and large, quality of ecation has been the main targert of these policies. Their implementation however depends upon teachers action inside classroom and upon the way conduct students assessment. Teachers are known as the key element who is responsible for the improvement of classroom assessment and for using its results to benefit the teaching learning process. The results of students assessment answer to various stakeholders questions. For instance, schools need to know whether their can show a high level of achievement, mainly after an exam or an external evaluation. Teachers, by their side, need to confirm if their students had learned or not as well as to know how good they are when compared to other students results. Family, parents, and students themselves need to know how students are doing in relation to performance standards. School administrations, inclding the educational system, need to know how schools and their teachers are performing to get good assessment results. Thus, to perform an adequate classroom assessment teachers will need to improve knowledg and practices about it. How to do it? The main purpose of this paper is to present and discuss some ideas strategies related to the empowerment of teachers in classroom assessment.
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    Como está a educação no Brasil? O que fazer?
    (2006) KLEIN, Ruben
    The paper shows how brazilian education is terms of attendance, student flow and quality of education. Access to school is universalized, but finishing 8th grade (Middle School) is not. Repetition and drop-out rates ceased to fall in the last years and are increasing in High School. Expansion of High School stopped. Therefore, it is not possible to universalize conclusion of Middle and High School. The paper also shows that the quality of Education in Mathematics in Brazil is very bad, pointing out (personal judgment) basic and satisfactory levels of SAEB proficiency scale for the 4th, 8th and 11th (3rd grade of High School). The percentages of students above the satisfactory levels are very low and decrease with the grade. The paper suggests desirable targets for student flow and student achievement. Finally, the paper suggests some actions believed to have positive effect over student flow and achievement
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    O desempenho de alunos dos cursos pré-vetibulares comunitários no ENEM 2006: análise de um possível impacto da capacitação de professores
    (2007) KLEIN, Ruben; FONTANIVE, Nilma; CARVALHO, José Carmelo Braz de
    This article presents and analyses the students results from Community Courses for Admission in Higher Education obtained in the Brazilian National Exam of Secondary Education (ENEM) 2006. Volunteer teachers, in a total of 350, were trained to be able to develop ENEM abilities in their classes. Their students received classes and instructional materials related to those abilities and also took a simulated exam with 42 questions from former ENEM. Results showed that these students reached greater means than those presented by the Brazilian and Rio de Janeiro peers in the 2006 Exam. Socioeconomic variables like family income, age and ethnic groups were controlled and it was verified that students' means were higher when compared to the Brazilian means in the same strata. In general, those mentioned variables are associated to students' lower results. The authors consider students good performance as a possible impact of their teachers' empowerment through the specific training and students motivation as well.
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    Uma nova maneira de avaliar as competências escritoras na redação do ENEM
    (2009) KLEIN, Ruben; FONTANIVE, Nilma
    This article presents a study based on the correction of ENEM 2008 compositions using a new way of evaluating the students' writing skills. Each skill and its correction criteria was treated as five different items ranging from 5 to 7. This methodology allows to obtain the classical statistics, percentage of response by category and credit coefficient per category for each skill. It also allows the use of the item tri response theory in order to obtain a proficiency scale in ENEM's compositions. The adoption of this methodology allows to describe the candidates skills and abilities in the different levels of the scale, making possible to define the points in which the categories of response skills are dominated. The use of this methodology may improve the presentation of ENEM's results and it may also be useful for further studies of the compositions results. With this work, the authors intend to introduce a discussion on the use of the Tri in the correction of ENEM's compositions.