Sandra Regina Rezende Garcia – Masters in Psychology, Pedagogue, Psychomotrician, International Course on Structural Cognitive Modifiability and Instrumental Enrichment, Head of Pedagogy – Mind Lab Brazil
Anita Lilian Zuppo Abed – Masters in Psychology, Psychologist, Psychopedagogist – Mind Lab Brazil
Abstract
This article presents a study conducted in 2009 (by Mind Lab Brazil in partnership with INADE) of several Year 5 students at 10 public and private Schools in order to evaluate the possible impacts on proficiency levels in Mathematics and Portuguese after three months using Mind Lab’s Methodology. The Assessment Tools were based on INADE’s Item Response Theory (IRT) and developed from their References for Year 5 and the skills prioritized in the “Resource Management” module from Mind Lab’s Methodology. Results showed a 100% increase on average, in levels of proficiency in Mathematics and 20% in Portuguese, more than expected for the period. The SAEB scale was used, but the interpretation of the scale (levels and cut-off points) were proposed by INADE. In Portuguese, there was decrease in the number of students located at “Below Basic” level, and a increase in “Basic”, “Adequate” and “ Advanced”, using the SAEB scale. In Mathematics, there was a decrease in the number of student in levels as “Below Basic” and “Basic” with a brilliant increase in “Adequate” and “Advanced”. Finally, we present the outline of the preliminary planning for the continuity of the study in 2010.
