Made available in DSpace on 2015-04-22T22:11:00Z (GMT). No. of bitstreams: 1 Lucilene Rebolcas de Oliveira.pdf: 2290308 bytes, checksum: 93a4b26cce18e7118ebdb097169d808c (MD5) Previous issue date: 2013-12-30 / In recent decades University organizations have been challenged to professionalize their management processes. A big push in this direction has been the [Brazilian] Ministry of Education through a number of initiatives. Among them, several mechanisms for performance evaluation have been put into practice and it is part of, in comprehensive terms, the National Evaluation System of Higher Education - Sinaes. From assumptions of the management process and what is established by the Sinaes, some issues were discussed: - Does internal assessment constitutes a tool capable of effectively elevating the performance of Universities and Federal Institutes? - The issues discussed in each dimension translate into relevant indicators for evaluation? - What are the steps of the management process that should be improved in the internal assessment process? Thus, this study aimed to verify the adequacy of the management theory and the Sinaes working mechanisms - the internal assessment. To accomplish this, a qualitative methodology based on the analysis of official documents of institutional evaluation, using analysis as the predominant technique. The unit of analysis was the evaluation reports and the level of analysis was the inter-institutional with synchronic perspective. The results were displayed in graphics and tables. The results showed that the evaluation process adopted by the surveyed institutions do not follow what advocates the systematic management process and, therefore, internal evaluation is not yet embodied in institutional improvements in most of the institutions surveyed. The subtopics discussed in each dimension translate into relevant indicators to be considered in improving the quality of The institutions studied, since they are produced inside and assume concerns with institutional aspects. Moreover, it is at the stage of direction and control that are the weaknesses of the management process of evaluation practice. The evaluation process does not have as its starting point the objectives and institutional goals, that taken into consideration it is led to a conclusion that there is poor observance to management theory among institutional evaluation procedures used by Universities and Federal Institutes. / Nas últimas décadas as organizações universitárias têm sido desafiadas a profissionalizar seus processos de gestão. E um grande impulso neste sentido tem vindo do Ministério da Educação através de diversas iniciativas. Dentre elas, diversos mecanismos de avaliação de desempenho têm sido colocados em práticas, constituindo, em termos globais, um Sistema Nacional de Avaliação da Educação Superior - Sinaes. A partir dos pressupostos do processo gerencial e do que estabelece o Sinaes, algumas questões foram discutidas: a avaliação interna constitui-se efetivamente de uma ferramenta capaz elevar o desempenho das Universidades e Institutos Federais? As questões discutidas em cada dimensão traduzem-se em indicadores relevantes para avaliação? Quais as etapas do processo gerencial devem ser melhoradas no processo de avaliação interna? Neste sentido, este estudo teve como objetivo verificar a adequação entre a teoria gerencial e um dos mecanismos de funcionamento do Sinaes a avaliação interna. Para isso, foi utilizada uma metodologia qualitativa, baseada na análise de documentos oficiais de avaliação institucional, tendo na análise de conteúdo a técnica predominante. A unidade de análise foram os relatórios de avaliação e o nível de análise foi o interinstitucional, com perspectiva sincrônica. Os resultados foram expostos em gráficos e quadros sintetizadores. Os resultados mostraram que o processo de avaliação adotado pelas instituições investigadas não seguem o que preconiza a sistemática do processo gerencial e, por conseguinte, a avaliação interna ainda não se consubstanciou em melhorias institucionais na maioria das instituições pesquisadas. Os subtemas discutidos em cada dimensão se traduzem em indicadores relevantes a serem considerados na promoção da qualidade das instituições estudadas, visto que são elaborados internamente e pressupõem preocupações com aspectos institucionais. Além disso, é na fase da direção e controle que estão as fragilidades do processo de gestão da prática avaliativa. O processo de avaliação não tem como ponto de partida os objetivos e metas institucionais, com isso conclui-se que há fraca adesão a teoria gerencial entre os procedimentos de avaliação institucional utilizado pelas Universidades e Institutos Federais.

Made available in DSpace on 2016-04-04T18:32:38Z (GMT). No. of bitstreams: 1 Rosana Augusto-1.pdf: 636425 bytes, checksum: 12fd83ac2e571e1b2d5049580b88ab61 (MD5) Previous issue date: 2007-06-13 / This dissertation, inserted in the research line: Studies in Evaluation aims to study the work process of the Internal Assessment Commissions of Higher Education Institutions of Campinas, that integrate the National Higher Education Evaluation Systems (SINAES), from the point of view of a fundamental player - the coordinator - and its institutional assessment team. The main focus of this work is to investigate how the assessment process is coordinated. Additionally, it is also investigated who are the coordinators, how the institutional assessment process was conceived and what are their expectations. A literature review was also performed in order to get basic theoretical concepts about Institutional Assessment thematic, enhancing the author s knowledge and updating the information about SINAES. A semi structured interview methodology was used for data collection, aiming to identify the relevant points and topics to be considered in this study. It is intended that the data and information collected in this study collaborate with the improvement of the current institutional assessment process. / Esta disserta??o est? inserida na linha de pesquisa: Estudos em Avalia??o e tem como objetivo estudar o trabalho das Comiss?es Pr?prias de Avalia??o das Institui??es de Ensino Superior de Campinas, que integram o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), a partir da vis?o de um ator fundamental nesse processo - o coordenador -, que em conjunto com os demais membros da comiss?o coordenaram o processo de auto-avalia??o institucional. Procura-se conhecer como foram coordenados esses trabalhos, quem s?o os coordenadores, como eles concebem a avalia??o institucional e o que esperam do atual sistema avaliativo. Foi realizada uma pesquisa bibliogr?fica, ampliando o conhecimento da autora sobre a tem?tica Avalia??o Institucional , como, tamb?m, atualizando as informa??es a respeito do SINAES. A coleta dos dados foi realizada por meio de entrevistas semi-estruturadas, com a finalidade de identificar pontos e t?picos considerados relevantes para atingir os objetivos propostos nesse estudo. Pretende-se colaborar com dados e informa??es que possibilitem o aperfei?oamento do atual sistema avaliativo.

Bien que située au cœur de l'activité quotidienne de l'enseignant dans sa classe, l'évaluation interne est une forme d'évaluation peu étudiée. La thèse s'intéresse à la partie la plus explicite de cette évaluation constituée par l'ensemble des épreuves soumises par chaque enseignant aux élèves à des fins d'évaluation, et qui servent de support aux jugements évaluatifs portés dans les « livrets scolaires ». Plus précisément, nous étudions la validité de cette évaluation selon trois dimensions : une dimension de conformité, permettant d'apprécier comment l'évaluation remplit le cahier des charges institutionnel ; une dimension psycho-didactique, permettant d'apprécier en quoi chacune des épreuves est susceptible - ou non - de remplir les objectifs qui lui sont assignés ; une dimension didactique permettant de juger comment l'ensemble des épreuves assure la couverture conceptuelle des champs disciplinaires concernés. Notre travail est centré sur les évaluations internes conduites aux premier et troisième trimestres par des enseignants de Cours Préparatoire en français et en mathématiques, plus particulièrement dans les sous-domaines à fort enjeu socio-scolaire que constituent la lecture, les nombres et le calcul. Pour étudier la première dimension, nous sommes amené à expliciter les référentiels utilisés par les enseignants pour conduire l'évaluation. Une analyse du lien entre ces référentiels et les livrets scolaires utilisés par les enseignants est entreprise. Elle renseigne sur la conformité de l'évaluation à la demande de l'institution scolaire. Concernant la dimension psycho-didactique, centrale dans notre travail, l'enjeu est de prendre en compte, pour chaque épreuve, les éléments qui auraient pu échapper à l'analyse proprement conceptuelle de la tâche et qui pourraient cependant s'avérer des déterminants majeurs du comportement de réponse des élèves. Cela suppose l'explicitation d'un cadre de référence - celui de l'approche psycho-didactique - qui permette effectivement d'analyser chaque épreuve et le fonctionnement cognitif potentiel des élèves confrontés à ces épreuves. La détermination de référentiels de nature didactique (ou épistémo-didactique) qui permettent d'analyser le contenu des tests utilisés par chaque enseignant constitue la base de l'analyse de la validité au sens de la troisième dimension (validité de couverture du test). La conjugaison des dimensions psycho-didactique et didactique de la validité de l'évaluation permet une double analyse, globale et locale, des tests et des épreuves. La validité d'un test est dépendante de la validité des épreuves qui le constitue. La conclusion la plus saillante est que la validité des épreuves et la validité des tests, dans bien des cas, ne sont pas assurées. Cela conduit à remettre en cause les jugements évaluatifs prononcés suite aux passations de l'évaluation. Ce résultat plaide en faveur d'une analyse de la validité conjuguant approche didactique du contenu des tests et approche psycho-didactique des épreuves composant le test. / Internal assessment is not often studied as a form of assessment although it is the teacher daily school activity. This thesis focuses on the most explicit part of this assessment i.e. all the tasks given to the pupils by their teacher in order to assess them. These tasks are used for evaluative judgment written in the « school report book». More precisely, we study this assessment validity depending on three distinct issues: a conformity issue that allows us to understand how assessing may fulfill the institutional specifications; a psycho-didactics issue that allows us to see how each task is likely to fulfill the assigned goals' or not; a didactics issue that allows us to grasp how the tests may conceptually cover the concerned disciplinary fields. This thesis explores internal assessments in French and Mathematics conducted by 1st grade teachers during the first and third terms. We particularly focus on reading, numeracy and arithmetic that are subfields with high socio-educational stakes. In order to examine the first issue, we explain the reference frameworks used by teachers when giving the test. French school programs are central in this area. We investigate how those reference frameworks and school reports are linked. It shows how assessment conforms to the academic institution. When focusing on our main issue, the psycho-didactic one, we emphasize for each task on the elements that could have been missed by the conceptual analysis of the task but yet could turn out to be key factors in the pupils answering behaviors. It means a new reference framework needs to be accounted for: the psycho-didactic approach brings the analysis tools for each task and for the potential cognitive functioning of the pupils who perform those tasks. In order to construct the validity analysis of the test from our third issue (test cover validity), we point out the didactic (or epistemo-didactic) frameworks that allows us to analyze the content of the tests given by each teacher. In combining the psycho-didactic and didactic approaches of assessment validity, we are able to conduct a double analysis, a global one and a local one, of both tasks and tests. The validity of a test depends on the validity of its tasks. The results mainly show that the tasks validity and the tests validity are often not ensured, which leads to question the value of evaluative judgment following the assessment. This advocates for a validity analysis combining a didactic approach of the test content to a psycho-didactic approach of the tasks.