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O termo validade, para referir-se à avaliação de aprendizagem, pode ser definido como o grau pelo qual as notas de um teste nos permitem tirar conclusões em relação ao objetivo do mesmo. Há diversos tipos de validade, dentro os quais destacamos:
validade de construto – é uma espécie de validade conceitual. Uma avaliação tem validade de construto se pudermos demonstrar que ela mede, exatamente, o construto que deve medir (Hughes, 1989:26). No caso de inglês, poderíamos pensar em habilidades, por exemplo. Dessa forma, uma prova teria validade de construto se medisse a habilidade que deseja medir.
validade de conteúdo – têm as provas cujo conteúdo
apresenta uma quantidade representativa daquilo que tenha
sido estudado anteriormente.
FIDALGO, S.S. Livros Didáticos e Avaliação de Aprendizagem: Uma Revisão teórico-Prática. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Taubaté: Cabral -Editora e Livraria Universitária. 2007. p. 287-318. Adaptado)
Multilingualism needs to be understood not so much in terms of separate monolingualisms (adding English to one or more other languages) but rather in much more fluid terms. We can start to think of ELT classrooms in terms of principled polycentrism (Pennycook, 2014). This is not the polycentrism of a World Englishes focus, with its established or fixed norms of regional varieties of English, but a more fluid concept, based on the idea that students are developing complex repertoires of multilingual and multimodal resources. This enables us to think in terms of ELT as developing resourceful speakers who are able to use available language resources and to shift between styles, discourses, registers and genres. This brings the recent sociolinguistic emphasis on repertoires and resources into conversation with a focus on the need to learn how to negotiate and accommodate, rather than to be proficient in one variety of English. So an emerging goal of ELT may be less towards proficient native-speaker-like speakers (which has always been a confused and misguided goal), and to think instead in terms of resourceful speakers (Pennycook, 2012) who can draw on multiple linguistic and semiotic resources.
(Pennycook, A. The Cultural Politics of English as an International Language. London and New York: Routledge. 2017. Adaptado)
Multilingualism needs to be understood not so much in terms of separate monolingualisms (adding English to one or more other languages) but rather in much more fluid terms. We can start to think of ELT classrooms in terms of principled polycentrism (Pennycook, 2014). This is not the polycentrism of a World Englishes focus, with its established or fixed norms of regional varieties of English, but a more fluid concept, based on the idea that students are developing complex repertoires of multilingual and multimodal resources. This enables us to think in terms of ELT as developing resourceful speakers who are able to use available language resources and to shift between styles, discourses, registers and genres. This brings the recent sociolinguistic emphasis on repertoires and resources into conversation with a focus on the need to learn how to negotiate and accommodate, rather than to be proficient in one variety of English. So an emerging goal of ELT may be less towards proficient native-speaker-like speakers (which has always been a confused and misguided goal), and to think instead in terms of resourceful speakers (Pennycook, 2012) who can draw on multiple linguistic and semiotic resources.
(Pennycook, A. The Cultural Politics of English as an International Language. London and New York: Routledge. 2017. Adaptado)
Multilingualism needs to be understood not so much in terms of separate monolingualisms (adding English to one or more other languages) but rather in much more fluid terms. We can start to think of ELT classrooms in terms of principled polycentrism (Pennycook, 2014). This is not the polycentrism of a World Englishes focus, with its established or fixed norms of regional varieties of English, but a more fluid concept, based on the idea that students are developing complex repertoires of multilingual and multimodal resources. This enables us to think in terms of ELT as developing resourceful speakers who are able to use available language resources and to shift between styles, discourses, registers and genres. This brings the recent sociolinguistic emphasis on repertoires and resources into conversation with a focus on the need to learn how to negotiate and accommodate, rather than to be proficient in one variety of English. So an emerging goal of ELT may be less towards proficient native-speaker-like speakers (which has always been a confused and misguided goal), and to think instead in terms of resourceful speakers (Pennycook, 2012) who can draw on multiple linguistic and semiotic resources.
(Pennycook, A. The Cultural Politics of English as an International Language. London and New York: Routledge. 2017. Adaptado)
Multilingualism needs to be understood not so much in terms of separate monolingualisms (adding English to one or more other languages) but rather in much more fluid terms. We can start to think of ELT classrooms in terms of principled polycentrism (Pennycook, 2014). This is not the polycentrism of a World Englishes focus, with its established or fixed norms of regional varieties of English, but a more fluid concept, based on the idea that students are developing complex repertoires of multilingual and multimodal resources. This enables us to think in terms of ELT as developing resourceful speakers who are able to use available language resources and to shift between styles, discourses, registers and genres. This brings the recent sociolinguistic emphasis on repertoires and resources into conversation with a focus on the need to learn how to negotiate and accommodate, rather than to be proficient in one variety of English. So an emerging goal of ELT may be less towards proficient native-speaker-like speakers (which has always been a confused and misguided goal), and to think instead in terms of resourceful speakers (Pennycook, 2012) who can draw on multiple linguistic and semiotic resources.
(Pennycook, A. The Cultural Politics of English as an International Language. London and New York: Routledge. 2017. Adaptado)