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Formative Assessment and Digital Tools in a School Context
Digital tools with an emphasis on the so-called apps are a current topic whose potential, in school context, is still little explored. On the other hand, the formative evaluation is also very little explored and is of particular im-portance in the context of inclusive education, as an extended vision, in which all students have specificities. The review of the literature in the con-text of the cross-referencing of the two topics - formative evaluation and the use of apps - presents good indicators of how technology can complement the formative evaluation, guarantee a greater rooting of the same and guaran-tee performance more aligned with education inclusive, taking into account the profile of the student after leaving compulsory schooling. In this context, a descriptive and analytical study was carried out, using a survey on the use of digital tools and formative evaluation. The results obtained allowed us to conclude that the school environment will have to evolve, above all, to the level of material resources. This evolution is less pressing at the level of hu-man resources and attitudes that promote the use of formative assessment and apps. Thus, there is an opportunity to improve existing applications in order to allow greater aid of formative evaluation, by attenuating its greater limitations. Due to the evolution of the applications, the prospects of gaining more use of the apps and FATs are widened.