SCAD - uma proposta para o design de avaliações centradas em habilidades

Abstract

In traditional teaching-learning models, students from dierent contexts and with distinct goals are submitted to the same educational experience. This scenario leads to loss of interest, poor performance, and drop out. Opposing these models, adaptive education oers personalized learning experiences that aim to meet the unique demands of each learner. However, the diculty of implementation is a recurring problem in adaptive instruction. In this sense, information technology has much to contribute to overcoming this obstacle. Inspired by the Knowledge Space Theory (KST) and Evidence-Centered Design (ECD), this work presents a new approach to competence-based adaptive education. The proposal consists of a framework for creating skills-centered assessments, a method for tailoring these activities, and a computational system that embeds the framework and the proposed method to promote adaptive education centered on skills development. In the end, we performed a qualitative analysis through an exploratory study with a volunteer teacher to acquire a richer understanding of the proposal, develop and refine hypotheses about the benefits generated by it and estimate the feasibility of undertaking a more extensive research project about how it promotes adaptive education.