Avaliação das aprendizagens em instituições educativas FCG 2022

208 209 RE F ERÊNC I AS OECD. (2019c). The new competence development model for schools in Norway: highlights of asuggested implementation strategy. Paris: OECD. OECD. (2019d). OECD Work on Education & Skills-Policy Products & Services for Countries (No. 978-92- 64-30339-3). Paris: OECD. OECD. (2020a). Education Policy Outlook in Estonia. Paris: OECD Publishing. OECD. (2020b). Education Policy Outlook in Germany. Paris: OECD Publishing. OECD. (2020c). Education Policy Outlook in Norway. Paris: OECD Publishing. OECD. (2020d). Education Policy Outlook in Portugal. Paris: OECD Publishing. Oliveira, A., Rocha, G. e Orvalho, L. (2018). Estimulando ambientes de aprendizagem. O Referencial de Ino- vação Pedagógica da ETPM em ação. In J. Machado & J. M. Alves (Eds.), Conhecimento e ação: transformar contextos e processos educativos (pp. 125- 146). Porto: Universidade Católica Editora. Orvalho, L. e Alonso, L. (2011). A estrutura modular nos cursos profissionais das escolas secundárias pú- blicas: do modelo curricular às práticas. Uma investigação colaborativa. Revista Portuguesa de Investigação Educacional , 10, 77-118. Orvalho, L. , Alves, J. M. e Azevedo, J. (2019). 30 anos de Ensino Profissional: perscrutar as intencionali- dades e perspetivar o futuro . Porto: Universidade Católica Portuguesa, Faculdade de Educação e Psicologia. Orvalho, L. e Silva, R. (2008, maio). O desafio dos cursos profissionalmente qualificantes nas escolas pú- blicas . Resumo das Comunicações – V Simpósio Sobre Organização e Gestão Escolar, Trabalho Docente e Organizações Educativas, Aveiro. Pacheco, J. A. (2012). Avaliação das aprendizagens: políticas formativas e práticas sumativas Encontros de Educação (pp. 1-9). Funchal: Secretaria da Educação do Governo Regional da Madeira. Paget, C. L. , Malmberg, L. E. e Martelli, D. R. (2016). Brazilian national assessment data and educational policy: an empirical illustration. Assessment in Education-Principles Policy & Practice , 23(1), 98-125. Panadero, E. , Broadbent, J., Boud, D. e Lodge, J. M. (2019). Using formative assessment to influence self and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education , 34(3), 535-557. Papadopoulos, G. (1994). L’OCDE face à l’éducation, 1960-1990 . Paris: OCDE. Parlamento Europeu e Conselho da Europa. (2006). Recomendação do Parlamento Europeu e do Con- selho sobre as competências essenciais para a aprendizagem ao longo da vida. Bruxelas: Jornal Oficial da União Europeia, L 394/10, 30 dezembro. Pastore, S. e Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education , 84, 128-138. Penuel, W. R. e Coburn, C. E. (2014). Introduction to Part: Research Use at the School and District Level. In K. S. Finnigan & A. J. Daly (Eds.), Using Research Evidence in Education (pp. 9-12): Springer. Plake, B. S. e Impara, J. C. (1997). Teacher assessment literacy: What do teachers know about assessment? In G. D. Phye (Ed.), Handbook of classroom assessment: learning, achievement, and adjustment (pp. 53-68). Cambridge: Academic Press. Pordata. (2018). Educação. Retrieved dez 2020, from https://www.pordata.pt/ Pordata. (2020). Educação. Retrieved dez 2020, from https://www.pordata.pt/ Portugal, G. e Laevers, F. (2010). Avaliação em Educação Pré-Escolar. Sistema de Acompanhamento das Crianças. Porto: Porto Editora. Rakoczy, K. , Klieme, E., Leiß, D. e Blum, W. (2017). Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project. In D. Leutner, J. Fleischer, J. Grün- korn & E. Klieme (Eds.), Competence Assessment in Education: Research, Models and Instruments (pp. 447- 467). Cham: Springer International Publishing. Rakoczy, K. , Pinger, P., Hochweber, J., Klieme, E., Schütze, B. e Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. Learning and Instruc- tion , 60, 154-165. National Institute of Education. (2009). A teacher education model for the 21st century: A report by the national institute of education , Singapore. NCEE. (2016). Empowered Educators Washington: National Center on Education and the Economy. NCEE. (2020). Brief on high-performing systems: Singapore . Washington: National Center on Education and the Economy. Ng, D. , Wong, C. P. e Liu, S. (2020a). Future-ready learners: learning, lifework, living, and habits of prac- tices: NIE Working Paper Series. Ng, H. L. , Poon, C. L. e Pang, E. (2020b). Using IEA Studies to Inform Policymaking and Program Develop- ment: The Case of Singapore. In H. Wagemaker (Ed.), Reliability and Validity of International Large-Scale Assessment: Understanding IEA’s Comparative Studies of Student Achievement (pp. 245-259). Cham: Sprin- ger International Publishing. Ng, P. T. (2008). Educational reform in Singapore: from quantity to quality. Educational Research for Policy and Practice , 7(1), 5-15. Niemann, D. , Martens, K. e Teltemann, J. (2017). PISA and its consequences: Shaping education policies through international comparisons. European Journal of Education , 52(2), 175- 183. Nobre, P. (2015). Avaliação das Aprendizagens no Ensino Secundário: conceções, práticas e usos . Univer- sidade de Coimbra, Coimbra. Nortvedt, G. A. , Santos, L. e Pinto, J. (2016). Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching. Assessment in Education: Principles, Policy & Practice, 23(3), 377-395. Norwegian Directorate for Education and Training. (2018). Observations on The National Assess- ment for Learning Programme (2010–2018) – Final Report . Oslo: Norwegian Directorate for Education and Training. OECD. (2005). Formative assessment: Improving learning in secondary classrooms. Paris: OECD Centre for Educational Research Innovation. OECD. (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment. Paris: OECD Publishing. OECD. (2014). Education at a Glance 2014: Switzerland. Paris: OECD. OECD. (2015). Education Policy Outlook in Brasil . Paris: OECD Publishing. OECD. (2016a). PISA 2015 Results (Volume II): Policies and Practices for Successful Schools. Paris: OECD Publishing. OECD. (2016b). PISA 2015. Assessment and Analytical Framework: Science, Reading, Mathematic and Fi- nancial Literacy. Paris: OECD Publishing. OECD. (2016c). Starting Strong IV: Monitoring Quality in Early Childhood Education and Care Data Cou- nty Note: Germany. Paris: OECD Publishing. OECD. (2018a). Curriculum Flexibility and Autonomy in Portugal – an OECD Review . Paris: OECD. Direc- torate for Education Skills. OECD. (2018b). Education Policy Outlook 2018: Working Together to Help Students Achieve their Potential . Paris: OECD Publishing. OECD. (2018c). OECD Future of Education and Skills 2030. Skills to Shape a Better Future . Paris: OECD. Directorate for Education Skills. OECD. (2018d). Preparing our youth for an inclusive and sustainable world. The OECD PISA global com- petence framework . Paris: OECD. OECD. (2018e). Skills Strategy Implementation Guidance for Portugal: Strengthening the Adult-Learning System . Paris: OECD. OECD. (2019a). Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential . Paris: OECD Publishing. OECD. (2019b). Improving School Quality in Norway: The New Competence Development Model. Paris: OECD Publishing.