SMABS 2004 Jena University
SMABS 2004 Home Organization About Jena Sponsors Links Imprint / Contact SMABS Home

European Association of Methodology

Department of methodology and evaluation research

Jena University

Contributions: Abstract

Performance perception of the 4th and 8th grade students in Brazil

Maria Eugenia Ferrao Fatima Simoes
University of Beira Interior
Portugal

The individual level of self-esteem and self-concept is considered amongst the most important characteristics of the personality that contribute to the student educational success, and to the quality of perception of student's results at school. Self-concept is a multidimensional construct and can be defined as a behaviour mediator that has self-regulation potentialities.

In this paper, some dimensions of the student self-concept are measured by the student self-assessment. The difference between self-assessment and standardised assessment is a measure for the student's quality of performance perception. The paper is a component of a wider research which aims at investigating the determinants of the school effect in Brazil, particularly at the classroom.

Empirical distributions of student perceptions of their performance by grade, gender, race/skin colour, age, and discipline (Maths and Portuguese) are presented. Contingency tables are used to explore the association between variables, and multivariate ANOVA is applied in order to quantify the statistical significance of performance perception on student proficiency, controlling for all other variables.

The dataset used in this research comes from the Evaluation System for Elementary Education in Brazil. This survey is carried out every two years from a representative sample of the 27 states. Every time the data is collected, approximately 6500 schools, 25,000 teachers, and 220,000 students are involved. Proficiency tests are applied; teachers and head-teachers are all required to answer questionnaires, and there are class and school questionnaires as well. Preliminary results suggest that there is a weak association between standardized assessment and student self-assessment. A positive performance perception tends to be stronger in the 4th grade than in the 8th, and in black students than in white students.

In the near future we intend to present a multilevel model in order to consider explanatory variables of the teacher and multivariate relation on both student proficiency and performance perception.