This study investigated the content validity of two independently constructed tests based on the Malawi School Certificate History syllabus. The key question was: To what extent do independently constructed examinations equivalently sample items from the same content and cognitive domains? This question was meant to examine the assumption that tests based on the same syllabus produce results that can be interpreted in similar manner in certification or promotion decisions on examinees without regard to the examination they took. In Malawi, such a study was important to provide evidence for the justification for using national examination results in placement and selection decisions. Based on Cronbach's (1971) proposal, two teams of three teachers were drawn from six schools that were purposefully selected to participate in this study. Each team constructed a test using the Malawi School Certificate of Education (MSCE) History syllabus. The two tests were put together in a common mock examination, which was first piloted before the final form. Two hundred examinees from the participating schools took the common mock examination. Paired scores from the two tests and the same examinees' scores on MSCE History 1A were used in the analysis of testing the mean difference of dependent samples and variance comparison. Subject matter experts' ratings were used to evaluate content and cognitive relevance of the items in the test. The findings indicate that MSCE syllabus was a well-defined operational universe of admissible observations because independently constructed tests equivalently tapped the same content. Their mean difference was not statistically different from zero and the mean of the squared difference scores was less than the sum of the split-half error variances. It was therefore, concluded that the two independently constructed were statistically equivalent. The two tests were also found to be statistically equivalent to the 2003 MSCE History 1A. However, the presence of stray items indicated syllabus looseness that needed redress to improve content coverage. Inadequacy in the rating of cognitive levels was noted as a problem for further research. The need to improve examinations was advocated in view of the their great influence in instruction and assessment decisions or practices.

This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast and continuously evolving, and largely built on issues of validity, reliability, and bias. The findings have varied considerably over the years, largely due to the institutional-uniqueness of the instruments being used, the differing methodologies used to analyze the data, and disagreement on how to interpret the findings. These issues have allowed SET to continue to be one of the most widely studied and debated topics found in the educational literature. Findings from this study provide further evidence that SET data should not be used to make broad comparative judgments, but are more appropriate as a measure to inform individual instructors. Significant differences were detected from all nine background variables, with meaningful differences observed at the departmental level. While some of the variance in ratings detected can be logically tied to evidence of effective teaching practices, others indicate potential unfair biases that could be harmful if precautions are not taken in how the data are distributed and used.

Orientador:Maria Helena Vieira Abrahão / Banca: Sandra Regina Buttros Gattolin de Paula / Banca: Douglas Altamiro Consolo / Resumo: Esta dissertação é parte do projeto temático "TELETANDEM BRASIL - Línguas Estrangeiras para todos", desenvolvido pela UNESP (Campus de São José do Rio Preto) em parceria com várias instituições superiores internacionais e com o objetivo de colocar pares de alunos universitários estrangeiros em contato com alunos universitários brasileiros para aprenderem as línguas um do outro por meio dos recursos de leitura, escrita, áudio e vídeo do MSN Live Messenger, OOVO e Skype - um TELETANDEM. Assim, esta dissertação tem o objetivo de investigar as crenças sobre avaliação trazidas por uma interagente brasileira e uma mediadora ( aluna de doutorado) ao teletandem, e como essas interagem na construção do processo de ensino e aprendizagem no tandem a distância. Como fundamentação teórica, esta pesquisa apresenta estudos sobre: (a) crenças de ensino e aprendizagem e avaliação; (b) avaliação no processo de ensino e aprendizagem; (c) concepções e visões do erro no ensino de línguas; e (d) tecnologia aplicada ao ensino. Este trabalho é um estudo de caso de caráter qualitativo e de natureza etnográfica e para a coleta de dados, utilizaram-se os seguintes instrumentos: a) questionário, b) gravações em chats das interações, c) gravações em áudio das mediações, d) autobiografia dos participantes, e e) diários das interações e das mediações. Para a análise dos dados foi feita uma triangulação dos registros coletados. Por meio da análise dos dados foi possível inferir que a interagente, quando no papel de professora, predominantemente preocupava-se com a comunicação e não com a correção dos erros, apresentando assim, uma concepção de avaliação mais próxima dos princípios da avaliação mediadora. Porém, como aluna, apesar de a mediadora ter tentado demonstrar que cometer erros era algo natural no processo de ensino e aprendizagem... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work is part of the project TELETANDEM BRASIL - Foreign Languages for all, developed by UNESP (Campus of São José do Rio Preto) in partnership with many international institutions and with the purpose of putting pairs of foreign university students in touch with Brazilian university students to learn the languages of each other through the resources of reading, writing, audio and video of the MSN Live Messenger, Skype and OOVO - a TELETANDEM. Therefore, this dissertation has the purpose of investigating the beliefs on evaluation brought by a mediator and one Brazilian Teletandem partner, and how they interact in the construction of the process of teaching and learning in the distance tandem. The theoretical underpinnings for this research are studies about: (a) beliefs of teaching and learning and assessment, (b) evaluation in the process of teaching and learning, (c) concepts and visions of error in language teaching, and (d) technology applied to education. For the data collection, the following instruments were used: a) questionnaires, b) chat recordings of the interactions, c) audio recordings of mediations, d) autobiography of the participants, e) diaries of the interactions and mediations. For the analysis of the data, a triangulation was made from the collected data, interactions were considered the primary data, and from them, all the other data were used for the confirmation or not of the points found. Through the data analysis, it was inferred that the Brazilian partner, when in the role of the teacher, was mainly concerned with communication and not with correction of errors, showing therefore, signs of an evaluation close to the principles of the mediator evaluation. However, as student, although the mediator tried to show her that there was no problem about making mistakes, she remained concerned about not making them. This behavior is a sign of traditional evaluation... (Complete abstract click electronic access below) / Mestre

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-10T13:45:38Z No. of bitstreams: 1 RENATO ALVES DE SOUZA.pdf: 1501933 bytes, checksum: a0e3ff184899d93d9c27dfc278e7f917 (MD5) / Made available in DSpace on 2017-08-10T13:45:38Z (GMT). No. of bitstreams: 1 RENATO ALVES DE SOUZA.pdf: 1501933 bytes, checksum: a0e3ff184899d93d9c27dfc278e7f917 (MD5) Previous issue date: 2017-03-15 / This present work analyzes the genetic questions available in the yellow test of nature sciences and its technologies of the National High School Examination (ENEM) from the years 1998 to 2015 and after compares the genetics content collected in the textbooks. The questions were classified according to the National Curricular Parameters for the Secondary Education and the genetic areas that were established by the National Council of Scientific and Technological Development - CNPq. For the selection of the books, a survey was made of the two most adopted authors by the state schools of Goiânia - Go. Regarding the private schools, the two schools that performed best in the ENEM of 2015 were chosen. In relation about the two apostilled books, were selected some schools that they arranged to provide this material. The data of the ENEM and the books were tabulated and organized into spreadsheets. Descriptive statistics were used using the Mann-Whitney U, Kruskal-wallis, Spearman and chi-square correlations to present the results. During the 18 years ENEM, 40 questions were identified involving the genetic content. It was noticed an increase in the frequency of this content from the year 2007. The questions on molecular genetics and biotechnology / genetic engineering were the most frequent in the exam. By linking the contents collected in the ENEM with the selected books / handouts, the results point out that textbooks need to be reformulated frequently as they are fundamental instruments in the teaching-learning process. With this study it was possible to know better which areas of genetics are most required in this examination and above all to realize the importance of the teaching of genetics of quality for the ENEM, since it is of extreme importance for the students of the Middle School. / O presente trabalho analisa as questões de Genética disponíveis na prova amarela de Ciências da Natureza e suas Tecnologias do Exame Nacional do Ensino Médio (ENEM) dos anos de 1998 a 2015 e depois compara o conteúdo cobrado de Genética nos livros didáticos. As questões foram classificadas de acordo com os Parâmetros Curriculares Nacionais para o Ensino Médio e as áreas da Genética estabelecidas pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq. Para a seleção dos livros foi feita uma pesquisa dos dois autores mais adotados pelas escolas estaduais de Goiânia-Go. Em relação às escolas privadas escolheu-se por duas escolas que tiveram um melhor desempenho no ENEM de 2015. Em relação aos dois livros apostilados, foram selecionadas as escolas que se dispuseram a fornecer o material. Os dados das questões do ENEM e dos livros foram tabulados e organizados em planilhas. Foi utilizada estatística descritiva utilizando os testes U de Mann-Whitney, Kruskal-Wallis, correlação de Spearman e do qui-quadrado para apresentar os resultados. Durante os 18 anos de ENEM foram identificadas 40 questões envolvendo o conteúdo genética. Percebe-se um aumento na frequência desse conteúdo a partir do ano de 2007. As questões sobre Genética Molecular e Biotecnologia/Engenharia Genética foram as mais frequentes no exame. Ao relacionar os conteúdos cobrados no ENEM com os livros/apostilas selecionados, os resultados apontam que os livros didáticos precisam ser reformulados com frequência por serem instrumentos fundamentais no processo de ensino-aprendizagem. Com esse estudo foi possível conhecer melhor quais áreas da Genética são mais requisitadas nesse exame e sobretudo perceber a importância do ensino da Genética de qualidade para o ENEM, por ser de extrema importância para os alunos do Ensino Médio.

Students assessment of the quality of teaching is part of the quality assessment of the university and as well it's the management tool used to manage the educational process at the university. The dissertation focuses on student evaluation of teaching process at medical faculties of the Charles Univerzity in Prague. The target of the dissertation is to find out student's and teacher's opinion about the student's teaching evaluation to be one of the quality assesment tools to rate universities, describe teaching evaluation at medical faculties being researched and to analyze annual reports and long-term purposes of selected medical faculties from the student's teaching evaluation point of view. Theoretical part of dissertation is divided in two chapters. The first one is defining the term college and deals with the quality at universities and finally deals with the annual reports of universities.Second chapter elaborates in detail the issue of students assessment of teaching at universities based on the study of professional literature. In the practical part of the dissertation research file is being listed, as well as the results of pre-research and short madical faculties description. For the research survey purposes following methods has been used: questionnaire survey, dialogues and text...

BITTENCOURT, Eugênio Pacelli Leal. Práxis pedagógica unitária: do conto musical “Pedro e o lobo” à avaliação reflexiva. 2005. 998f. - Tese (Doutorado) - Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2005. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-10-07T17:09:26Z No. of bitstreams: 1 2005_tese _eplbittencourt.pdf: 6604803 bytes, checksum: a7705a927053b994f0a4ac4a7156cf48 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-10-11T13:07:52Z (GMT) No. of bitstreams: 1 2005_tese _eplbittencourt.pdf: 6604803 bytes, checksum: a7705a927053b994f0a4ac4a7156cf48 (MD5) / Made available in DSpace on 2016-10-11T13:07:52Z (GMT). No. of bitstreams: 1 2005_tese _eplbittencourt.pdf: 6604803 bytes, checksum: a7705a927053b994f0a4ac4a7156cf48 (MD5) Previous issue date: 2005 / The thesis Pedagogical praxis unitary: from musical tale "Peter and the wolf" to reflective evaluation resulted the project Pedro and the Wolf: from reflective evaluation to resignification the pedagogical practice, executed to change the practices of classroom space. The school evaluation is a fascinating topic, but theorizing, research, criticism, seem to have a little contributed to overcome the pedagogy exam which propagates in educational institutions. Many factors contribute to the process does not suffer the wanted revolution. This work supports the otherness of the whole school practice, at the same time. As an epistemological snnipet, begins the criticism of the fragmented logic processes and subjugated condition of the students to the teacher to the unitary model proposition, with practice in real space and time. The model includes tracks, suggestions and promises of public and academic works, about what should be done to change practices. Fundamental was the concept of reflective teacher, that the researcher incarnated as methodological approach. It was created a proper way to study, reflective research development, whose contributions were the design of the reflective practitioner, phenomenology, critical theory and social interactionism. The main technique was the pedagogical intervention; the main protocol, the field diary; the goal, the (re) creation of routines, processes, strategies and teaching tools. We sought to the analisys – the double meaning of the term: decomposition (to tell the experience) and interpretation – the (re)totalization proposal planning, teaching-learning and assessment, in which the student was subjected. The context was the Integrated Educational Center, basic education school of the Federal University of Pará, in which the researcher worked as a teacher of sciences, in a 5th grade class. The construction of the data extended from December 2000 to September 2002. In the pre-intervention during the last two months of 2000, the researcher observed the routine of 4th grade class that the following year would work. At the end, he interviewed 50% of teachers and class. In the intervention phase, in addition to the pedagogical action, other techniques and instruments were: photography; the logbook; the portfolio. It lasted throughout the school year 2001, with the right to strike a hundred days "on the way". After interviews were carried out with a third of the students, six women teachers and one men teacher of the class, to set common points and differentiated between experiences. The research had two horizons. The first, which focused on the reinterpretation of the planning of education (co-operative), the teaching-learning and evaluation (reflective), was reached. It was reinvention time, with the dismantling of the old ways and the construction of the new . The second, which focused on the development of processes, techniques , tools and forms of analysis to enjoy reflectively the quality of teaching and student actions at the level of self and peer assessment, has been achieved in part. A school year was not enough to carry the precept that review is to compare (up what had been developing target). The gap was thus interpreted: the (re)totalization processes, in reframing the evaluative act, in the exercise of the condition of the subject by the learner, time for reflective teaching and learning is the training cycles, instead the serialize regimen. The study confirmed the thesis defended. In interviews, most of the students of the 5th grade did not remember as was evaluated in Science. Who remembered, made reticent way, with quotes from other experiences than those experienced in Praxis Unitary. As for teaching activities and teacher-student relationship, privileged aspects in the modified logic, the memories were rich in detail. No memories and recollections confirm the value of the emphasis on teaching and learning, rather than the verification of what is taught, in cracking what is "tradition" in schools. Other conclusions: the unitary model favors interdisciplinarity between school subjects and the very nature of science; planning of education (with the student body) and evaluation (with all evaluating all) lose their original character and terminal that they have and are converted into shares and educational operations, with a tendency to internalize as ways of thinking. The research concludes that the "secret" to overcome the problems of fragmented logic of process, is, philosophically, in changing conception of science and, pragmatically, the otherness of the relationship between learners and teachers. / A tese Práxis Pedagógica Unitária: do conto musical “Pedro e o lobo” à avaliação reflexiva resultou do projeto Pedro e o lobo: da avaliação reflexiva à ressignificação da prática pedagógica, executado para alterar as práticas no espaço da sala de aula. A avaliação escolar é um tema fascinante, mas teorização, pesquisas, críticas, parecem ter contribuído pouco para superar a pedagogia do exame que grassa nas instituições de ensino. Muitos fatores contribuem para que o processo não sofra a revolução reclamada. Este trabalho defende a alteridade da prática escolar inteira, ao mesmo tempo. Como recorte epistemológico, partiu-se da crítica à lógica fragmentada dos processos e condição de assujeitado do alunado ao professor à proposição do modelo unitário, com práxis em espaço e tempo reais. O modelo engloba pistas, sugestões e promessas de obras públicas e acadêmicas, acerca do que deve ser feito para mudar as práticas. Fundamental foi o conceito de professor reflexivo, que o pesquisador encarnou como postura metodológica. Ao estudo, foi criado um caminho próprio, a pesquisa reflexiva de desenvolvimento, cujos aportes foram a concepção do profissional reflexivo, a fenomenologia, a teoria crítica e o sociointeracionismo. A principal técnica foi a intervenção pedagógica; o principal protocolo, o diário de campo; a meta, a (re)criação de rotinas, processos, estratégias e instrumentos pedagógicos. Objetivou-se a análise – do duplo sentido desse termo: decomposição (para contar a vivência) e interpretação – da proposta de retotalização do planejamento, ensino-aprendizagem e avaliação, na qual o alunado foi sujeito. O contexto foi o Núcleo Pedagógico Integrado, escola de educação básica da Universidade Federal do Pará, na qual o pesquisador atuou como professor de Ciências, numa classe de 5ª série. A construção dos dados se estendeu de dezembro de 2000 a setembro de 2002. Na pré-intervenção, durante o último bimestre de 2000, o pesquisador observou a rotina da turma de 4ª série que, no ano seguinte, iria trabalhar. Ao final, entrevistou 50% das professoras e da classe. Na fase de intervenção, além da ação pedagógica, outras técnicas e instrumentos foram: a fotografia; o diário de bordo; o portfólio. Durou todo o ano letivo de 2001, com direito a greve de cem dias “no meio do caminho”. Após, foram efetuadas entrevistas com um terço do alunado, seis professoras e um professor da turma, para fixar pontos comuns e diferenciados entre as experiências. A pesquisa teve dois horizontes. O primeiro, que focou a ressignificação do planejamento do ensino (co-operativo), do ensino-aprendizagem e da avaliação (reflexiva), foi atingido. Foi o tempo de reinvenção, com o desmonte dos velhos caminhos e a construção do novo. O segundo, que focou o desenvolvimento de processos, técnicas, instrumentos e formas de análise para se apreciar de forma reflexiva a qualidade das ações docente e discente, em nível de auto e hetero-avaliação, foi alcançado em parte. Um ano letivo não foi suficiente para levar adiante o preceito de que avaliar é comparar (até o que havia sido alvo de desenvolvimento). A lacuna foi assim interpretada: na retotalização dos processos, na ressignificação do ato avaliativo, no exercício da condição de sujeito pelo aprendente, o tempo para o ensino-aprendizagem reflexivo é o dos ciclos de formação, em vez do regime seriado. O estudo confirmou a tese defendida. Nas entrevistas, a maioria do alunado da 5ª série não lembrava como fora avaliado em Ciências. Quem lembrou, fez de forma reticente, com citações de outras experiências, que não aquelas vivenciadas na Práxis Unitária. Quanto às atividades de ensino e relação professor-aluno, aspectos privilegiados na lógica alterada, as lembranças foram ricas em detalhes. Não-lembranças e lembranças confirmam o valor da ênfase no ensino-aprendizagem, em vez de na verificação do que é ensinado, no trincamento do que é “tradição” nas escolas. Outras conclusões: o modelo unitário favorece a interdisciplinaridade entres as disciplinas escolares e as próprias ciências da natureza; o planejamento do ensino (com o alunado) e a avaliação (com todos avaliando todos) perdem o caráter inicial e terminal que têm e convertem-se em ações e operações de ensino, com tendência de internalizarem-se como formas de pensamento. A pesquisa conclui que o “segredo” para superar os problemas da lógica fragmentada dos processos, está, filosoficamente, na mudança de concepção de ciência e, pragmaticamente, na alteridade das relações entre aprendentes e ensinantes.

Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-20T11:40:31Z No. of bitstreams: 1 arquivototal.pdf: 831138 bytes, checksum: 5f4f5f7b76bc399f9a67f848c4aba44e (MD5) / Made available in DSpace on 2015-11-20T11:40:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 831138 bytes, checksum: 5f4f5f7b76bc399f9a67f848c4aba44e (MD5) Previous issue date: 2014-07-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In searching to deepen and widen the theoretical and methodological perspective studies involving the portuguese student’s book used in the evaluation and teaching process, we defend in this quantity and quality study, the necessity of analyzing in an interdisciplinary field which involves the teacher’s participation, who represents the mediator between the student and the student’s book. This research investigated the questions about evaluations of the portuguese student’s books in the early years of elementary teaching approved by the National School Book Program for 2013, 2014 and 2015 which were divided up into four segments: reading, writing, speech and grammar, taking into consideration the student’s book as the main tool in the evaluation and the teaching process of the portuguese language. The theory contemplates authors into the evaluation: Demo (2012), Esteban (2003), Depresbiteres (1991), on the teaching of the portuguese language: Antunes (2013), Soares (2004), Travaglia (2009) and in reference to the student’s book as the subject of research: Choppin (2004), Dell’Isolla (2008), Lajolo (2006), Batista (2001), among others. The subject of this research will show contributions in the following fields: Linguistics, applied linguistics and education, since we believe that the approach of the questions referred to the teaching and evaluation of the language requires from the researcher an interdisciplinary study. We showed a discussion about the evaluation concepts in the classes of the portuguese language, as well as concepts of teaching the language and the connection between concepts and teaching practices. This research also involved a brief discussion of questions about the formation of the teachers to cover the multiples ways about this subject. We also investigate about the evaluating and teaching concepts that were in the teacher’s manuals, which come with the student’s books. Taking into consideration how relevant the research about the evaluation and teaching of the Portuguese language, we would like to contribute to the educational and linguistic debates and to the review of the evaluation and teaching concepts. This study’s conclusion points to the majority of the questions proposed analyzing the collections such as writing and reading. Speech was explored very little by some authors and the ones about grammar were practically non-existent in the reading process. The learning concepts of evaluation were predominating formative, as there have been variations in terminology, since some authors denominated their proposal of evaluation basically as procedural or mediator. It also became clear that this research’s subjects were committed with a theoretical and methodological way of evaluation and teaching that emphasize the meaning of learning and that the use of student’s books as a teaching tool in the classroom should be used with other teaching resources that will broaden the teaching and learning possibilities in the school environment. / Na busca pelo aprofundamento e ampliação das perspectivas teóricas e metodológicas dos estudos que envolvem o livro didático de língua portuguesa em processos de avaliação e ensino, defendemos no presente estudo de natureza quantitativa e qualitativa, a necessidade de analisá-lo em um campo interdisciplinar de modo a envolver a participação do professor que se constitui como o principal sujeito intermediador entre o aluno e o livro didático. A presente pesquisa investigou a ocorrência das questões avaliativas contidas nos livros didáticos de língua portuguesa de coleções dos anos iniciais do ensino fundamental aprovadas pelo Programa Nacional do livro Didático para o período 2013, 2014 e 2015, divididas em quatro segmentos sendo estes: leitura, escrita, oralidade e gramática, considerando a centralidade do livro didático em processos pedagógicos decisórios no que diz respeito às ações de avaliação e ensino da língua. O quadro teórico contempla autores voltados para a avaliação: Demo (2012), Esteban (2003), Depresbiteris (1991); ao ensino da língua portuguesa Antunes (2003), Soares (2004), Travaglia (2009), Porto (2009) e ao livro didático como objeto de pesquisa: Choppin (2004), Dell´Isolla (2008), Lajolo (2006), Batista (2001), entre outros. A análise do tema apresentará contribuição nas áreas de: Linguística, Linguística Aplicada e Educação, uma vez que acreditamos que a abordagem de questões pertinentes ao ensino da língua e à avaliação exige do pesquisador um estudo de caráter interdisciplinar. Apresentamos discussão sobre concepções de avaliação nas aulas de língua portuguesa e concepções de ensino da língua portuguesa e a relação entre concepções e prática docente.Esta pesquisa realizou ainda breve discussão a respeito das questões que envolvem a formação docente a fim de recobrir as diversas vertentes existentes sobre o tema. Realizamos ainda investigação sobre concepções de avaliação e ensino contidas nos manuais do professor que são anexos aos livros didáticos. Considerando a relevância das pesquisas voltadas para a avaliação e para o ensino da língua portuguesa pretendemos contribuir para os debates educacionais e linguísticos e para a revisão de concepções de avaliação e ensino na prática docente. As conclusões do estudo apontam para uma maioria de questões propostas pelas coleções analisadas como de escrita e leitura sendo as de oralidade pouco exploradas por alguns autores e as de gramática praticamente inexistentes no ciclo de alfabetização. As concepções de avaliação da aprendizagem apresentaram-se predominantemente formativas, sendo que houve variações terminológicas já que alguns autores denominaram sua proposta de avaliação de base processual ou mediadora. Evidenciou-se também que os sujeitos desta pesquisa se mostram comprometidos com uma abordagem teórico-metodológica de avaliação e ensino que privilegie a aprendizagem significativa e que a utilização do livro didático como recurso pedagógico em sala de aula deve ocorrer concomitante ao uso de outros recursos didáticos que ampliarão as possibilidades de ensino e aprendizagem em âmbito escolar.

nÃo hà / Ante as alteraÃÃes e desafios enfrentados pela educaÃÃo brasileira, as universidades, como instituiÃÃes que oferecem educaÃÃo formal, buscam sempre mais, ofertar um ensino de qualidade aos seus alunos. Na tentativa de observar a consolidaÃÃo de seus fins â quais sejam, o de promover formaÃÃo humana e profissional aos estudantes, preservar e difundir conhecimentos cientÃficos, artÃsticos, tecnolÃgicos e culturais, formando pessoas aptas a exercitar sua cidadania e alcanÃar seu pleno desenvolvimento â os sistemas de ensino constituÃram instrumentos para aferir esses objetivos. As avaliaÃÃes buscam averiguar o ensino-aprendizagem e se este proporcionou o desenvolvimento de determinadas competÃncias e conhecimentos exigidos nos testes, comparando-os Ãqueles, definidos pela comunidade acadÃmica. Desse modo, este estudo se propÃe analisar a avaliaÃÃo do ensino-aprendizagem dos cursos de GraduaÃÃo da Universidade Federal do Cearà - UFC, comparando princÃpios e objetivos institucionais com a percepÃÃo dos coordenadores de curso sobre a temÃtica. O estudo à qualitativo, descritivo, e foi dividido em duas etapas: anÃlise teÃrico-documental e entrevista semiestruturada com 11 coordenadores de vÃrios cursos e Ãreas de saber, distribuÃdos pelas unidades acadÃmicas da UFC. No primeiro momento, foram analisados o Plano PedagÃgico Institucional â PPI, o Plano de Desenvolvimento Institucional â PDI e os projetos pedagÃgicos dos cursos, quanto aos princÃpios institucionais e norteadores, bem como os objetivos institucionais e individuais de cada curso. No segundo momento, foram realizadas entrevistas com os coordenadores desses 11 cursos, para o registro de suas percepÃÃes e posterior comparaÃÃo com os dados coletados pela anÃlise documental. A amostra utilizada para a coleta desses dados foram os projetos pedagÃgicos e entrevistas realizadas com os coordenadores dos cursos de Biotecnologia, Agronomia, Engenharia Ambiental, Letras, Direito, CiÃncias EconÃmicas, Enfermagem, Fisioterapia, CiÃncias Ambientais, Sistemas e MÃdias Digitais e Gastronomia. Da comparaÃÃo entre projetos pedagÃgicos e falas dos coordenadores de cursos, observou-se que hà uma diferenÃa entre a avaliaÃÃo do ensino-aprendizagem praticada pelos professores e aquela definida nos projetos pedagÃgicos. AlÃm dessa diferenÃa, constatou-se que a avaliaÃÃo dos cursos parece nÃo estar bem articulada aos princÃpios e objetivos institucionais de formaÃÃo e de cada curso. Outros pontos indicados pelos entrevistados e pela anÃlise dos documentos foram: a necessidade de explicitar formas de acompanhamento das dificuldades de aprendizado dos alunos; o uso da avaliaÃÃo como instrumento de poder e autoridade por parte do professor; a dificuldade de elaboraÃÃo de instrumentos de avaliaÃÃo, adequados e satisfatÃrios aos objetivos propostos por parte de cada curso e a falta de preparo dos professores para a docÃncia do ensino superior, bem como o desafio em propor currÃculos flexÃveis e adequados Ãs atuais demandas sociais. Conclui-se que ainda hà grande necessidade de planejamento coletivo das aÃÃes â com a discussÃo dos projetos pedagÃgicos dos cursos e dos objetivos institucionais â e de formaÃÃo contÃnua dos professores, mediadas pela avaliaÃÃo do ensino-aprendizagem como norteadora das mudanÃas pretendidas.

In an ever increasingly competitive global marketplace, a concern exists that American students are not being adequately prepared with the skills needed for the 21st century. As a remedy, improving quality of teacher instruction is a current national focus. Stakeholders are questioning current infrequent and inefficient methods of evaluating teacher performance. Many states are looking at using a 360 model of evaluating through multiple perspectives including the students themselves as key stakeholders. One method of accessing student voice and adding another perspective to teacher evaluations would be to include student evaluations in the rating of teacher performance, Student Evaluation of Teaching (SET). While using student evaluations of teacher performance is wide spread in higher education, the practice has been limited in public school settings until brought to light by the publication of the recent Gates Foundation MET (Measures of Effective Teaching) Project (2010). Currently, states across the nation are considering adding a student input component to teacher evaluations. With the validity and reliability of student evaluations in the university settings still under debate by professors, public school teachers also fear punitive measures and public judgment based on the verdicts of adolescents. This research examined the archival data from a program study of one high school's student evaluation implementation process, accessing teacher feedback from the initial evaluation process and then an adjusted implementation of student evaluations according to teacher feedback the following year. Based on mixed method design using both qualitative and quantitative methods to analyze teacher questionnaires, focus group open-ended responses and statistical analysis of close-ended agree/disagree statements from teacher questionnaires, this study used triangulation to explore teacher reflections on their anxiety levels created by the student evaluation implementation process, the value they found in student evaluations, and the degree to which student evaluations facilitated change in their teaching instruction. Exploring possibilities through the eyes of teachers to reduce their anxiety and increase their value of student input, this study suggests ways to tap into the potential but underutilized resource in schools that could come from developing a mutually beneficial partnership between students and teachers to improve teacher instruction and increase student learning.

This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to which academic field, course level, and class size were associated with variation in mean class ratings. Past research consistently identifies differences between student ratings in different academic fields, but offers no unifying conceptual framework for the definition or categorization of academic fields. Therefore, two different approaches to categorizing classes into academic fields were compared - one based on the institution's own academic college system and one based on Holland's (1997) theory of academic environments. Because the data violated assumptions of normality and homogeneity of variance, traditional ANOVA procedures were followed by post-hoc analyses using bootstrapping to more accurately estimate standard errors and confidence intervals. Bootstrapping was also used to determine the statistical significance of a difference between the effect sizes of academic college and Holland environment, a situation for which traditional statistical tests have not been developed. Findings replicate the general pattern of academic field differences found in prior research on student ratings and offer several unique contributions. They confirm the value of institution-specific approaches to defining academic fields and also indicate that Holland's theory of academic environments may be a useful conceptual framework for making sense of academic field differences in student ratings. Building on past studies that reported differences in mean ratings across academic fields, this study describes differences in the variance of ratings across academic fields. Finally, this study shows that class size and course level may impact student ratings differently - in terms of interaction effects and magnitude of effects - depending on the academic field of the course. / Ph. D.