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Diss. Göteborg : Göteborgs universitet, 2009.

In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning. This qualitative study was designed to gain an understanding of how factors within a higher education environment, including structure, practices and processes, can impact the institution’s ability to evidence institutional effectiveness related to student learning. The study examined institutional effectiveness as defined by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and reviewed specific components of student learning assessment through SACSCOC Comprehensive Standard 3.3.1.1 (Institutional Effectiveness – Educational Programs). The researcher applied a multi-site case study approach to gain an in-depth understanding of this phenomenon. Through purposeful sampling, seven higher education institutions were selected from the 2011/2012 SACSCOC Reaffirmation Class. The phenomenon was studied at each institution as a single case, and using Yin’s cross-experiment logic, a cross case analysis was also conducted. In addition, to attain the most compelling results from this multi-site case study, both literal and theoretical replication (Yin, 1989) was employed. The researcher concluded that there were four significant variables that impacted the ability of the institutions to sufficiently evidence institutional effectiveness associated with student learning. These variables included leadership, institutional culture, resource allocation, and the planning and assessment processes at the institutions.

nÃo hà / Este estudo teve como espaÃo de investigaÃÃo o programa de EducaÃÃo profissional tÃcnica integrada ao ensino mÃdio na modalidade de educaÃÃo de jovens e adultos (Proeja) que visa oferecer aos concludentes do ensino fundamental e para aqueles que ainda nÃo tenham o ensino mÃdio uma formaÃÃo profissional integrada a esse ensino. O objeto desde estudo foram as concepÃÃes e as prÃticas de avaliaÃÃo da aprendizagem desenvolvidas pelos docentes do curso de RefrigeraÃÃo do referido Proeja do Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do Cearà (IFCE). Na fundamentaÃÃo da pesquisa recorreu-se a vÃrios teÃricos dos campos estudados: Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), Santomà (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), dentre outros. Optou-se pela abordagem metodolÃgica crÃtico-interpretativa que se opÃe ao dogmatismo, ao reducionismo e à sempre aberta e inacabada. Para analisar a prÃtica avaliativa utilizou-se a abordagem qualitativa, para compreender o fenÃmeno investigado. Como suporte desse desenvolvimento utilizou-se a Teoria CrÃtica que orientou este estudo, sinalizando o que à imprescindÃvel de se conhecer, o contexto em que o conhecimento à gerado e as intencionalidades definidas. A investigaÃÃo foi desenvolvida por meio dos procedimentos metodolÃgicos: entrevistas semiestruturadas, a anÃlise documental, observaÃÃo direta e levantamento estruturado. Foi aplicada como tÃcnica de interpretaÃÃo dos dados a anÃlise de conteÃdo que possibilitou a definiÃÃo das categorias a partir do exame do discurso obtido das respostas proferidas pelos sujeitos da investigaÃÃo. Os resultados analisados a partir das categorias surgidas do discurso dos sujeitos participantes da investigaÃÃo elucidaram as contradiÃÃes existentes entre o que està prescrito no Documento Base do Proeja (2007) e no Projeto Curricular do Curso de RefrigeraÃÃo e ClimatizaÃÃo do Proeja do IFCE com relaÃÃo à concepÃÃo da AvaliaÃÃo da Aprendizagem e a efetivaÃÃo das prÃticas avaliativas dos docentes do referido Programa. E ainda, apontaram para a confirmaÃÃo da tese anunciada: âque nas prÃticas avaliativas dos docentes do Proeja do IFCE, campus Fortaleza, hà predominÃncia da perspectiva de verificaÃÃo da aprendizagem e nÃo de uma avaliaÃÃo formativaâ. Pretendi com o resultado deste estudo investigativo, contribuir para apontar caminhos para o desenvolvimento das prÃticas avaliativas no Proeja iniciando um processo de discussÃo que visava a ampliaÃÃo da concepÃÃo avaliativa, na direÃÃo de uma avaliaÃÃo formativa e dialÃgica, que coloca em relevo a reconstruÃÃo permanente dos saberes da avaliaÃÃo. / This study had as its focus of investigation the high school integrated with technical vocational Educational program for young and adults (Proeja), which aims at offering professional training integrated with high school education for those who have just finished elementary school and for those who have not graduated from high school yet. The object of this study was the learning assessment concepts and practices developed by the Proeja Refrigeration Course faculty at the Federal Institute of Education, Science and Technology of Ceara (IFCE). For the theoretical background, many theorists of the fields of interest have been referred, such as Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), Santomà (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), among others. We have opted for the critical interpretive approach which opposes itself to dogmatism, reductionism and is always open and unfinished. In order to analyze the assessment practice, we have used the qualitative methodology to understand the phenomenon under investigation. The Critical Theory that guided this study was used as support of development, signaling what is indispensable to be known, the context in which knowledge is generated, and the defined intentions. The research was developed by using the following procedures: semi-structured interviews, documental analyses, direct observation and a structured survey. The technique used for interpreting the data collected was the analysis of content which enabled the definition of categories through the examination of the answers given by the subjects surveyed. The results analyzed from the categories that arose from the subjectsâ answers elucidated the existing contradictions between what is prescribed in the Proeja Basic Document (2007) and the Curricular Design of the Refrigeration and Acclimatization Proeja Course at the IFCE concerning the Learning Assessment concepts and its facultyâs assessment practice effectiveness. Moreover, they have indicated the confirmation of the announced thesis: âthat in the Proeja facultyâs assessment practices at the IFCE Fortaleza campus, there is a predominance of the learning verification perspective instead of formative evaluationâ. With the result of this research, we have intended to contribute pointing out possible ways for the development of the Proeja assessment practices by starting a discussion process that aimed the enlargement of assessment concepts towards a dialogical and formative evaluation which highlights the assessment knowledge permanent reconstruction.

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This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment Agent System for assessing comprehensive understanding based on concept maps. The system was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Each of these agents was designed to possess different capabilities. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessing with feedback, and reporting. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates an approach that employs an agent-oriented software design method to produce sophisticated educational software applications. Furthermore, this study explored the concept map assessing method for the Assessment Agent System. When node terms and linking phrases are provided, assessing student concept maps can be automated by comparing student concept maps with assessment criteria, proposition by proposition. However, the usefulness of the proposition-comparing method depends heavily on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through examining student-created propositions. / Ph. D.

137 f. / Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-25T13:33:51Z No. of bitstreams: 1 Iracy Alves.pdf: 621286 bytes, checksum: da57d14a140c90698f1ba06690ad8a8e (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T16:23:43Z (GMT) No. of bitstreams: 1 Iracy Alves.pdf: 621286 bytes, checksum: da57d14a140c90698f1ba06690ad8a8e (MD5) / Made available in DSpace on 2013-04-30T16:23:43Z (GMT). No. of bitstreams: 1 Iracy Alves.pdf: 621286 bytes, checksum: da57d14a140c90698f1ba06690ad8a8e (MD5) Previous issue date: 2007 / O presente trabalho tem por objetivo analisar até que ponto a Lei n◦ 9.394/96, em suas determinações referentes à Avaliação da Aprendizagem, se ampara nas teorias produzidas entre 1980 e 1996 nesta área, buscando identificar e compreender que tendências e perspectivas ideológicas se encontram subjacentes aos dispositivos que tratam do tema na referida Lei. A modalidade metodológica adotada foi a documental e a teórica. A análise parte de uma concepção de avaliação de autoria de Luckesi (1992) que atribui ao objeto ou aos resultados de um processo qualidades que permitem subsidiar tomadas de decisões para ações posteriores, e se inicia através da apresentação de uma síntese das teorias da Avaliação da Aprendizagem, em especial dos estudos realizados entre 1980 e 1996, abordando, ainda, os avanços conquistados pela Educação na legislação brasileira, a forma como esta vem sendo tratada nas diversas Constituições e na legislação específica, e a trajetória percorrida pela Lei n◦ 9.394/96, desde a elaboração de seu projeto até a sua promulgação, em 20 de dezembro de 1996, focalizando o contexto político e os aspectos jurídicos, buscando evidenciar as possibilidades, as omissões e as incongruências dos dispositivos atinentes à Avaliação da Aprendizagem na produção de avanços na realidade da educação nacional, para, finalmente, identificar e refletir sobre esses dispositivos, analisando-os à luz dos estudos recentes sobre o tema, para avaliar o grau de impregnação do discurso teórico no discurso jurídico. Conclui o estudo que, assim como a Educação, de forma geral, vem alcançando sucessivas conquistas na Legislação, a Avaliação da Aprendizagem também vem avançando, tendo a sua concepção inicial - de mero instrumento de reprovação e disciplinamento - evoluído para a visão de recurso para orientar a progressão ou a recuperação dos educandos, ainda que tais conquistas ainda não tenham se corporificado, de forma satisfatória, no dia-a-dia das escolas brasileiras. / Salvador

This thesis is an intra-organizational case study which investigates the concept of organizational learning and its relationship with business performance. Furthermore, factors affecting organizational learning are explored. A mixed method approach is used, combining quantitative data from a survey instrument called the Strategic Learning Assessment Map (SLAM) with qualitative data from interviews and observations. This thesis shows that at the studied organization the organizational level knowledge stock has the highest association with business performance, followed by the group level knowledge stock. The individual level knowledge stock and misalignment does not achieve reasonable significance. When it comes to factors affecting organizational learning, Organizational culture and information processing capacity were identified as main barriers. Furthermore, individuals at the targeted organization acquire knowledge in informal ways and they learn routines over heuristics which also were identified as main factors affecting business performance. / Detta är en fallstudie med fokus på att undersöka konceptet organisatoriskt lärande och dess relation till företagets resultat. Faktorer som påverkar organisatoriskt lärande är även undersökt. En kombinerad kvalitativ och kvantitativ metod är använd i rapporten. Kvantitativ data är insamlad genom frågeformuläret Strategic Learning Assessment Map (SLAM) och kvalitativ data är insamlad genom intervjuer och observationer. Resultatet från studien är att den organisatoriska kunskapsnivån har störst påverkan på företagets resultat följt av gruppnivån som även har en betydande påverkan på företagets resultat. Den individuella kunskapsnivån och ojämnheter i det organisatoriska lärandet uppnår inte en tillräckligt hög nivå av signifikans. Företagskultur och informationskapacitet är identifierade som de två största barriärerna till organisatoriskt lärande. Individer på organisationen lär sig informellt och i större utsträckning rutiner över regler.

Purpose: This research considers the design and operation of a non-modular professional doctorate to meet the needs of professionals working in the built environment who wish to obtain a doctoral qualification. It seeks to identify the essential components and support mechanisms to provide an alternative to other forms of doctorate which draws on their strengths while addressing some of their shortcomings. It answers questions regarding the suitability of a programme which can successfully operate within a reasonable timeframe. Research Design: The research is set in a real-life phenomenological paradigm concerning the experience and development of candidates registered for a professional doctorate. The conceptual framework governed both the design of the research and the design of a two-stage curriculum. Regular intervention and evaluation using action research methodology was used to improve practice. The research produced findings through multiple sources of evidence. Data were collected from course documentation, online discussion forums, focus groups, individual reflections and interviews. Findings: The work found that a community of practice consisting of candidates and staff, specifically focused on learning and the continuous development of candidates, provides a suitable vehicle for professional doctorate work. Candidates benefit from engaging in carefully constructed summative and formative assessment with prompt feedback. The assessment informed regular workshops containing an active learning format supplemented through additional support from a virtual learning environment. Crucially, all three components are required to support each other by drawing on their individual strengths. Conclusion: This action research project made a modest but significant contribution to curriculum development at doctoral level. The research developed a model which enabled academic practice to help candidates improve their professional practice. Self-motivated candidates with appropriate supervisory support can complete a professional doctorate within a realistic timeframe when there is carefully constructed synergy between their doctorate, its supporting mechanisms and their own professional practice.

Os modelos de Educação a Distância (EaD) agregam um elemento adicional ao processo de ensino-aprendizagem: a adoção das Tecnologias de Informação e Comunicação (TIC). Pesquisas têm explorado a sua presença em cursos EaD, porém com excessivo enfoque em fatores antecedentes e determinantes do seu uso, negligenciando os resultados dele decorrentes. A utilização das TIC é investigada nesta tese no que concerne à satisfação do estudante, tendo por certo que é indissociável da EaD, e como esse recurso implica no desempenho acadêmico, tomando por base o que exibe a literatura. Isto significa dizer que os resultados de aprendizagem decorrem do modelo de EaD e não de uma tecnologia específica, como sistemas de e-learning. Assim, foi conduzido um estudo ex post facto partindo de um recorte transversal com objetivo de compreender como a satisfação do estudante com a modalidade EaD está associada ao seu desempenho acadêmico. Foi adotada uma estratégia mixed methods, por meio de survey e archival, para que um banco de dados original fosse construído e empregado nos cálculos. Esta combinação foi analisada com enfoque quantitativo. Desse modo, a partir de uma extração especial dos microdados do ENADE 2012, fornecida pelo INEP, os registros relativos a 39.190 estudantes na modalidade EaD dos cursos de Administração, Ciências Contábeis, Turismo e Economia foram concatenados às 5.087 respostas válidas de uma survey conduzida por meio de um questionário eletrônico. Após a identificação de correspondência entre os registros destas duas bases de dados, as relações entre a satisfação e o desempenho acadêmico de 4.529 alunos da amostra foram analisadas. Uma Modelagem por Equações Estruturais com estimação por Mínimos Quadrados Parciais (MEE PLS-PM) permitiu inferir pela validade nomológica dos construtos. O modelo teórico proposto ajustou-se de forma satisfatória à percepção da amostra quanto a sua experiência com a EaD, inclusive pela validação cruzada conduzida pari passu a Multi-group Analysis (MGA) entre os grupos de estudantes de Administração e Ciências Contábeis. Entre os resultados, destaca-se que as hipóteses de associação positiva entre a satisfação com a Interatividade e com o Desempenho e os resultados de aprendizagem do estudante foram sustentadas. Por sua vez, as evidências empíricas não foram suficientes para sustentar a hipótese concernente à satisfação no âmbito da Formação, dado que a relação observada foi negativa. O teste t de Smith-Satterthwaite entre estudantes de Administração e Ciências Contábeis exibiu diferenças significativas quanto a estas associações. Esta evidência permitiu concluir que a variância explicada do Desempenho Acadêmico foi superior entre os estudantes de Administração (R² = 0,124) devido à interveniência da Interatividade (? = 0,092) proporcionada pelas IES que ofertam este curso. Contrapondo este resultado, os indícios encontrados permitem inferir que a satisfação com o Desempenho foi superior entre os estudantes de Ciências Contábeis (? = 0,155). Além disso, estes estudantes apresentaram melhor desempenho médio na Nota Geral no ENADE. Porém, o coeficiente de determinação relativo aos seus resultados de aprendizagem foi inferior (R² = 0,086) ao observado entre os estudantes de Administração. As evidências são discutidas à luz da teoria, visando expor algumas razões que podem estar associadas a estes achados. / The various modalities of Distance Education (DE) add an additional element to the teaching and learning process: the adoption of Information and Communication Technologies (ICT). Several studies have analyzed their presence in the DE environment but focus excessively on the antecedent and determining factors of their use rather than the results achieved. This thesis investigates the use of ICT, which is an indissociable part of DE, from a student satisfaction perspective, positing the existence of a causal relationship with academic performance, as demonstrated in the literature. This suggests that learning results are a consequence of the DE model and not of a specific technology such as e-learning systems. Thus, a cross-sectional ex-post facto study was undertaken in order to understand how students\' satisfaction with DE influences their academic performance. It was decided to adopt a mixed method strategy comprising survey and archival investigations in order to build an original database for use in subsequent calculations. This combination was analyzed using a quantitative approach. First of all, based on a special extraction of micro-data from the 2012 National Student Performance Exam (ENADE) provided by the National Study and Research Institute (INEP), records of 39,190 students enrolled in the DE format of the Business Administration, Accounting, Tourism and Economics courses were concatenated with 5,087 valid responses to a survey conducted using an electronic questionnaire. After identifying correspondences between the information in these two databases, the study analyzed the relations between satisfaction and the academic performance of 4,529 students of the sample analyzed. The use of Partial Least Squares Structural Equation Modelling (PLS-SEM) allowed the research to infer the nomological validity of the constructs. The theoretical model proposed fit the sample\'s perception regarding its experience with DE satisfactorily and was also confirmed by the cross-validation conducted pari passu with the Multi-Group Analysis (MGA) between the groups of Business Administration and Accounting students. Among the results it should be highlighted that the hypotheses of a positive association between satisfaction with Interactivity and with Performance and the students\' learning results were sustained. However, the empirical evidence was insufficient to sustain the hypothesis regarding Formation, given that the relation observed was negative. The Smith-Satterthwaite t-test performed on Administration and Accounting students showed significant differences as to these associations. This evidence allows one to conclude that the explained variance of Academic Performance was higher among Business Administration students (R² = 0.124) due to the Interactivity (? = 0.092) provided by the Higher Education Institutions that offer this course. In contrast, the study\'s findings showed that satisfaction with Performance was higher among Accounting students (? = 0.155). In addition, these students had a better average performance measured by their National Student Performance Exam (ENADE) overall scores. However, the coefficient of determination regarding their learning results was lower (R² = 0.086) to the one observed among Business Administration students. The evidence is discussed in terms of the theory in order to find some explanations for these findings.