Οι μεγάλης εκτάσεως μεταρρυθμιστικές προσπάθειες που εφαρμόστηκαν στο δυτικό κόσμο τις τελευταίες δεκαετίες δεν κατέληξαν σε θεαματικά αποτελέσματα. Μπορεί να βελτιώθηκαν οι ικανότητες των εκπαιδευτικών και να εμπλουτίστηκαν οι γνώσεις τους, αλλά δεν κατόρθωσαν να ενεργοποιήσουν τη δημιουργικότητα τους. Αντίθετα τα τελευταία χρόνια εκφράζεται η άποψη ότι εστιασμένες παρεμβάσεις στα σχολεία, που το καθένα έχει τη δική του δυναμική ενδεχομένως να λειτουργούν πιο αποτελεσματικά. Για τους λόγους αυτούς στη διατριβή αυτή διερευνώνται διαδικασίες μέσα από τις οποίες ένα σχολείο μπορεί να ενεργοποιηθεί και να προωθήσει βελτιωτικές αλλαγές αξιοποιώντας τις δικές του δυνάμεις. Γίνεται απόπειρα να διαμορφωθεί ένα σύνθετο εργαλείο,το πορτραίτο, που θα μπορούσε να συμβάλλει σε προσπάθειες αυτοβελτίωσης του σχολείου. Στόχο του έχει να παράσχει μία εικόνα του σχολείου ως προς την ηγεσία για τη μάθηση, να δημιουργήσει κουλτούρας ανοιχτής και σοβαρής συζήτησης και να βοηθήσει τα μέλη της σχολικής κοινότητας να εντοπίσουν εστίες ανάπτυξης. Συνδυάζει ποσοτικά και ποιοτικά εργαλεία, που λειτουργούν συμπληρωματικά, στοχεύει στην οικοδόμηση γνώσης και συμβάλλει στη γεφύρωση της επιστημονικής με την εμπειρική γνώση. / The extensive reform efforts in the western world the recent decades didn’t end up to spectacular results. There might be improvements in the skills of teachers and enrichment of their knowledge but they didn’t manage to activate creativity. To the contrary in recent years there is a view that focused interventions in schools, each with a different dynamic, could be more effective. For these reasons this thesis researches processes through which a school can activate and promote improvement utilizing each own capability.There is an effort to format a complex tool, the portrait, which could contribute to self improvement efforts of the school. Its goal is to provide a picture of the school in regard to shared leadership for learning, to create a culture of open and in depth discussion and assist the members of the school community to identify possible focal points of growth.It combines quantitative and qualitative tools with complementary function, aims at knowledge building and bridges scientific and empirical knowledge.

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-09-06T17:15:09Z No. of bitstreams: 1 arquivototal.pdf: 16577689 bytes, checksum: 87700b3df74185ce971edfe399edda21 (MD5) / Made available in DSpace on 2016-09-06T17:15:09Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 16577689 bytes, checksum: 87700b3df74185ce971edfe399edda21 (MD5) Previous issue date: 2016-02-29 / The research investigates the self-assessment process from the perspective of organizational learning in a higher education institution. The theoretical support that supports the objectives, purposes and methodological aspects of institutional evaluation of higher education institutions is based mainly on Standards and MEC/INEP Legislation, in the work and studies on the subject conducted by national and international authors. Includes the study of theoretical models of evaluation, the meritocratic model, focused on quantitative approach, whichever ranking as a quality reference of the evaluation process. This paper argues that the processing evaluation theory has a qualitative approach and the evaluation process consists of a collective construction that seeks to improve processes with a focus on learning, which occurs in the construction and organization of the reconstruction by the dialectical interaction sociocultural context. The research is a case study, in exploratory level building on the experience in the field of organizational selfassessment and the methodology of the model used by Faculdade Independente do Nordeste (FAINOR) in the process of institutional internal self-assessment, conducted by the Comissão Própria de Avaliação (CPA). The adopted methodology is anchored on the assumptions of qualitative approaches to document methodological perspective to understand that the procedure would answer the question and the research objectives, which was to investigate the claim of selfassessment process in FAINOR from the perspective of organizational learning. The collection and analysis of data was performed using the reports of institutional selfevaluation exercise of 2012.2013 and 2014 with the support of the Plano de Desenvolvimento Institucional (IDP). Points out, in concluding remarks , the institutional evaluation , to be effective , should not be focusing on modules that are used in a continuous and immutable, and second, that in relation to the selfassessment process of the IES investigated, the CPA has a large challenge of developing and deploying a self-assessment methodology that can be an institutional learning instrument to add value and translate the ways of the institution in the construction and reconstruction of their academic identity. / A pesquisa investiga o processo da autoavaliação, na perspectiva da aprendizagem organizacional, em uma instituição de ensino superior. O suporte teórico que subsidia os objetivos, as finalidades e os aspectos metodológicos da avaliação institucional das instituições de ensino superior baseia-se, principalmente, nas Normas e na Legislação do MEC/INEP, nos trabalhos e nos estudos sobre o tema realizados por autores nacionais e internacionais. Compreende o estudo dos modelos teóricos da avaliação, o modelo meritocrático, focado na abordagem quantitativa, em que prevalece o ranking como referência de qualidade do processo avaliativo. Neste trabalho, argumenta-se que a teoria da avaliação transformadora tem uma abordagem qualitativa, e o processo de avaliação consiste em uma construção coletiva que busca a melhoria dos processos com foco na aprendizagem, que ocorre na construção e na reconstrução da organização mediante a interação dialética com o contexto sociocultural. A pesquisa é um estudo de caso, em nível exploratório, que tomou por base a experiência no tema da autoavaliação organizacional e o modelo da metodologia utilizada pela Faculdade Independente do Nordeste (FAINOR), no processo da autoavaliação interna institucional, realizada pela Comissão Própria de Avaliação (CPA). A metodologia adotada ancora-se nos pressupostos das abordagens qualitativas, na perspectiva metodológica documental, por entender que o procedimento responderia à questão e aos objetivos da pesquisa, cuja pretensão foi de investigar o processo da autoavaliação da FAINOR na perspectiva da aprendizagem organizacional. A coleta e a análise dos dados foram efetuadas utilizando-se os relatórios da autoavaliação institucional do exercício de 2012,2013 e 2014, com o apoio do Plano de Desenvolvimento Institucional (PDI). Aponta, nas considerações finais, que a avaliação institucional, para ser efetiva, não deve estar centrada em modelos prontos que sejam empregados de forma contínua e imutável, e segundo, que, em relação ao processo da autoavaliação da IES investigada, a CPA tem o grande desafio de desenvolver e implantar uma metodologia de autoavaliação que possa ser um instrumento de aprendizagem institucional para agregar valor e traduzir os caminhos da Instituição, na construção e na reconstrução de sua identidade acadêmica.

abstract: Individual and group accountability is an important part of productive group work. However, classroom evaluation of teamwork often relies on top-down assessment of group product by the teacher. Other methods include averaging group grades, group discussions, evaluative essays and random selection and application of one member's grade to the entire team. In contrast, the Teamwork Skills Inventory (TSI) developed by Strom and Strom provides assessment of individual conduct and contributions as observed by peers. The instrument also affords students with the opportunity to judge their own performance. Team members are responsible for their own behavior and skill development but are not held accountable for the actions taken by others. The TSI provides criteria for productive teamwork skills and behaviors. Students know in advance the criteria by which they and their teammates will judge each other's behavior skills. In turn, students have the opportunity to practice self-evaluation as they apply the same criteria to assess their own conduct. Self-evaluation compared with peer-evaluation provides support for confidence in behavioral strengths and can guide goal setting in areas where skills are weak and need adjustment. The TSI gives teachers an insider's view of group dynamics: the obstacles and benefits groups may encounter. Since team members have the vantage point of close interaction with peers they are more likely to know how individuals affect the thinking of others in a group. This frees teachers from the difficult task of judging group dynamics. TSI results can guide teachers in developing lessons that address the needs of individuals and groups. Data derived from the TSI can help schools provide for the needs of subgroups, such as special education and gifted classes. It can also help schools detect in-service needs for faculty and provide schools with a method of community accountability for use with cooperative learning methods and social skill achievement. / Dissertation/Thesis / M.A. Educational Psychology 2010

There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.

Ler à primeira vista ao órgão é considerada uma tarefa complexa, visto que na execução do instrumento é necessário conciliar a leitura de três pentagramas e a utilização de pés e mãos simultaneamente. O objetivo desta pesquisa é investigar as abordagens apresentadas por organistas na tarefa de leitura à primeira vista com dois trechos contrastantes (texturas homofônica e polifônica). Estudos apontam que a diferença de textura pode influenciar o resultado na leitura à primeira vista. Outros objetivos incluem: investigar se aspectos de análise musical são utilizados conscientemente na prática da leitura à primeira vista; observar o desempenho em leitura à primeira vista com sujeitos de diferentes níveis de formação e/ou experiências musicais; identificar os aspectos observados pelos participantes referente à leitura e à autorreflexão do processo. Surgem as seguintes questões de pesquisa: o resultado da leitura à primeira vista ao órgão é mais satisfatório no trecho homofônico ou no polifônico? A autoavaliação após assistir ao vídeo modifica a percepção de sua interpretação? Dez sujeitos de idades e níveis de formação musical distintos, vinculados à Universidade Federal do Rio Grande do Sul (UFRGS) foram selecionados. Utilizou-se questionário, filmagem das execuções dos dois trechos, duas entrevistas semiestruturadas, mostra dos vídeos das execuções para os participantes e avaliadores externos. Concluímos que a autoavaliação posterior à mostra do vídeo modificou a percepção da execução com a maioria dos participantes, mostrando-se uma ferramenta útil neste processo. Os níveis de formação não foram determinantes na textura homofônica, e a textura contrapontística foi considerada a mais difícil pela maioria. / Sight-reading on the organ is a complex task since this instrument requires one to reconcile reading in three staves while playing with feet and hands simultaneously. The purpose of this research is to investigate the approaches used by organists in a sight-reading exercise with two contrasting excerpts, one of homophonic and the other of polyphonic texture. Studies indicate that the difference in texture can influence the result of sight-reading tasks. Others goals include: to determine if aspects of musical analysis are utilized consciously during sight-reading; observe the performance in sight-reading with subjects of different levels of training and/or musical experiences; identify the aspects, observed by the participants relative to sight-reading and self-reflection. Thus, the research questions arise: Is the result of sight-reading on the organ more satisfactory in homophonic or polyphonic excerpts? Did the self-evaluation after watching the video modify the perception of their interpretations? Ten subjects of distinct ages and music backgrounds were selected, all linked to the Universidade Federal do Rio Grande do Sul (UFRGS). A questionnaire, videos of the performance of both excerpts, two semi-structured interviews and the exhibit of the videos to the participants were used. The audios of the performances were submitted to seven external evaluators. We concluded that self-evaluation after watching their videos modified the perception of the majority of the participants, proving to be a useful tool in this process. The musical background was not determinant in the homophonic texture, and the contrapuntal texture was considered more difficult among most participants.

Made available in DSpace on 2015-07-22T20:50:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-27. Added 1 bitstream(s) on 2015-08-11T03:25:55Z : No. of bitstreams: 1 Publico-11766.pdf: 767715 bytes, checksum: e846bf56619abd94514d7100a34d10e3 (MD5) / A avaliação e os instrumentos avaliativos continuam sendo um grande desafio no processo ensino-aprendizagem. Partindo desse entendimento, esta pesquisa tem como objetivo conhecer a importância[Otilia Se1] do portfólio no processo de ensino-aprendizagem, a partir da perspectiva dos estudantes e mentores que vivenciaram essa experiência no período do primeiro semestre de 2005 até o primeiro semestre de 2007, no[Otilia Se2][Microsoft3] Curso de Medicina da UNIMONTES. O desenho metodológico compreendeu os seguintes procedimentos: pesquisa bibliográfica e documental (os portfólios dos estudantes e as avaliações realizadas pelos mentores acerca dos estudantes) e questionário de perguntas abertas e fechadas. Os dados foram analisados pela técnica da Análise de Conteúdo com uso da Análise Temática. Os sujeitos da pesquisa foram os estudantes que iniciaram o Curso de Medicina em fevereiro de 2005 e um mentor que desenvolveu o portfólio com essa turma. Os resultados evidenciam que os estudantes estão comprometidos com o processo de ensinoaprendizagem. O portfólio possibilitou as percepções pessoais dos desempenhos dos discentes nos aspectos cognitivos, de habilidades e de atitudes e forneceu informações sobre as atividades curriculares. Os dados indicam que o portfólio atuou em vários níveis de avaliação: deu suporte ao processo de aprendizagem e autoaprendizagem; possibilitou a reflexão dos estudantes sobre seu próprio trabalho, identificando seus avanços e dificuldades; demonstrou o desempenho dos professores, das atividades pedagógicas e dos serviços de ensino, possibilitando um rico conhecimento sobre o caminhar de todo o curso. Segundo a pesquisa, o mentor tem relevante papel, ao mediar o desenvolvimento do desempenho do estudante. Assim, é evidente a necessidade de formação continuada por parte dos mentores e dos estudantes acerca dessa ferramenta avaliativa. Nesse contexto, o estudo aponta para a necessidade de reaprender conceitos e ressignificar a avaliação com a finalidade de torná-la mais efetiva e homogênea por parte dos docentes e dos discentes. Avaliar é importante para aperfeiçoar a pessoa, projetá-la, descobrir pontos positivos, que possam melhorá-la ainda mais, conhecer o que o estudante ainda não aprendeu para estimulá-lo a aprender, para mudar, transformar a sua forma de ser, pensar e agir. Palavras-chave: Portfólio, Avaliação Formativa, Autoavaliação, Perfil do Estudante, Curso de Medicina. / The evaluation process and evaluative instruments still remain a great challenge in the teaching-learning process. Based on this fact, the aim of this study was to identify the importance of the portfolio in the teaching-learning process, from the student´s and professor´s point of view who attend the Medical Course fin the first semester of 2005. The methodological design involved the following procedures: document research (students portfolio and the evaluation processes performed by tutors) and open closed format questions. Data were analyzed by means of Content Analysis with the aid of thematic analysis. The subjects of this research were students who started the Medical Course on February 2005 and a tutor who gave support during the course. The results showed that students are involved in the teaching-learning process. This instrument allowed personal perceptions of the student´s development regarding cognitive aspects, abilities, attitudes and also allowed to obtain information on curricular activities. Data showed that the portfolio operated in several levels of the evaluation process; gave support to the teaching-learning process and self-learning; allowed the students to make considerations on their own work environment, identifying improvements and difficulties; showed the professor´s performance, regarding pedagogical activities and teaching services, and brought a rich knowledge about development during the course. According to the research, the tutor had an important role when mediating the student´s development. It was obvious the need of a continuous education for tutor and students about evaluative instruments, emphasizing the necessity of reflections, readings and discussion on this issue. In this context, this study showed the importance to re-learn concepts and re-meaning the evaluation process aiming to make this process more effective and homogeneous by the professors and students. Evaluation helps the individual to develop, to project, to be able to discover positive points in order to improve oneself, also to get to know the student, stimulating him to learn, to change, to transform the way somebody thinks and acts. / TEDE / BV UNIFESP: Teses e dissertações

Ler à primeira vista ao órgão é considerada uma tarefa complexa, visto que na execução do instrumento é necessário conciliar a leitura de três pentagramas e a utilização de pés e mãos simultaneamente. O objetivo desta pesquisa é investigar as abordagens apresentadas por organistas na tarefa de leitura à primeira vista com dois trechos contrastantes (texturas homofônica e polifônica). Estudos apontam que a diferença de textura pode influenciar o resultado na leitura à primeira vista. Outros objetivos incluem: investigar se aspectos de análise musical são utilizados conscientemente na prática da leitura à primeira vista; observar o desempenho em leitura à primeira vista com sujeitos de diferentes níveis de formação e/ou experiências musicais; identificar os aspectos observados pelos participantes referente à leitura e à autorreflexão do processo. Surgem as seguintes questões de pesquisa: o resultado da leitura à primeira vista ao órgão é mais satisfatório no trecho homofônico ou no polifônico? A autoavaliação após assistir ao vídeo modifica a percepção de sua interpretação? Dez sujeitos de idades e níveis de formação musical distintos, vinculados à Universidade Federal do Rio Grande do Sul (UFRGS) foram selecionados. Utilizou-se questionário, filmagem das execuções dos dois trechos, duas entrevistas semiestruturadas, mostra dos vídeos das execuções para os participantes e avaliadores externos. Concluímos que a autoavaliação posterior à mostra do vídeo modificou a percepção da execução com a maioria dos participantes, mostrando-se uma ferramenta útil neste processo. Os níveis de formação não foram determinantes na textura homofônica, e a textura contrapontística foi considerada a mais difícil pela maioria. / Sight-reading on the organ is a complex task since this instrument requires one to reconcile reading in three staves while playing with feet and hands simultaneously. The purpose of this research is to investigate the approaches used by organists in a sight-reading exercise with two contrasting excerpts, one of homophonic and the other of polyphonic texture. Studies indicate that the difference in texture can influence the result of sight-reading tasks. Others goals include: to determine if aspects of musical analysis are utilized consciously during sight-reading; observe the performance in sight-reading with subjects of different levels of training and/or musical experiences; identify the aspects, observed by the participants relative to sight-reading and self-reflection. Thus, the research questions arise: Is the result of sight-reading on the organ more satisfactory in homophonic or polyphonic excerpts? Did the self-evaluation after watching the video modify the perception of their interpretations? Ten subjects of distinct ages and music backgrounds were selected, all linked to the Universidade Federal do Rio Grande do Sul (UFRGS). A questionnaire, videos of the performance of both excerpts, two semi-structured interviews and the exhibit of the videos to the participants were used. The audios of the performances were submitted to seven external evaluators. We concluded that self-evaluation after watching their videos modified the perception of the majority of the participants, proving to be a useful tool in this process. The musical background was not determinant in the homophonic texture, and the contrapuntal texture was considered more difficult among most participants.

Ler à primeira vista ao órgão é considerada uma tarefa complexa, visto que na execução do instrumento é necessário conciliar a leitura de três pentagramas e a utilização de pés e mãos simultaneamente. O objetivo desta pesquisa é investigar as abordagens apresentadas por organistas na tarefa de leitura à primeira vista com dois trechos contrastantes (texturas homofônica e polifônica). Estudos apontam que a diferença de textura pode influenciar o resultado na leitura à primeira vista. Outros objetivos incluem: investigar se aspectos de análise musical são utilizados conscientemente na prática da leitura à primeira vista; observar o desempenho em leitura à primeira vista com sujeitos de diferentes níveis de formação e/ou experiências musicais; identificar os aspectos observados pelos participantes referente à leitura e à autorreflexão do processo. Surgem as seguintes questões de pesquisa: o resultado da leitura à primeira vista ao órgão é mais satisfatório no trecho homofônico ou no polifônico? A autoavaliação após assistir ao vídeo modifica a percepção de sua interpretação? Dez sujeitos de idades e níveis de formação musical distintos, vinculados à Universidade Federal do Rio Grande do Sul (UFRGS) foram selecionados. Utilizou-se questionário, filmagem das execuções dos dois trechos, duas entrevistas semiestruturadas, mostra dos vídeos das execuções para os participantes e avaliadores externos. Concluímos que a autoavaliação posterior à mostra do vídeo modificou a percepção da execução com a maioria dos participantes, mostrando-se uma ferramenta útil neste processo. Os níveis de formação não foram determinantes na textura homofônica, e a textura contrapontística foi considerada a mais difícil pela maioria. / Sight-reading on the organ is a complex task since this instrument requires one to reconcile reading in three staves while playing with feet and hands simultaneously. The purpose of this research is to investigate the approaches used by organists in a sight-reading exercise with two contrasting excerpts, one of homophonic and the other of polyphonic texture. Studies indicate that the difference in texture can influence the result of sight-reading tasks. Others goals include: to determine if aspects of musical analysis are utilized consciously during sight-reading; observe the performance in sight-reading with subjects of different levels of training and/or musical experiences; identify the aspects, observed by the participants relative to sight-reading and self-reflection. Thus, the research questions arise: Is the result of sight-reading on the organ more satisfactory in homophonic or polyphonic excerpts? Did the self-evaluation after watching the video modify the perception of their interpretations? Ten subjects of distinct ages and music backgrounds were selected, all linked to the Universidade Federal do Rio Grande do Sul (UFRGS). A questionnaire, videos of the performance of both excerpts, two semi-structured interviews and the exhibit of the videos to the participants were used. The audios of the performances were submitted to seven external evaluators. We concluded that self-evaluation after watching their videos modified the perception of the majority of the participants, proving to be a useful tool in this process. The musical background was not determinant in the homophonic texture, and the contrapuntal texture was considered more difficult among most participants.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-02-01T16:42:47Z No. of bitstreams: 1 marcelopintocoelhomoura.pdf: 2831333 bytes, checksum: 577536de630e4a74e8c8f2fee41e06b9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-21T14:24:23Z (GMT) No. of bitstreams: 1 marcelopintocoelhomoura.pdf: 2831333 bytes, checksum: 577536de630e4a74e8c8f2fee41e06b9 (MD5) / Made available in DSpace on 2018-03-21T14:24:24Z (GMT). No. of bitstreams: 1 marcelopintocoelhomoura.pdf: 2831333 bytes, checksum: 577536de630e4a74e8c8f2fee41e06b9 (MD5) Previous issue date: 2017-07-26 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF) e tem como objetivo propor o aperfeiçoamento do modelo de avaliação institucional já experimentado na E. E. Professora Palmira Morais, possibilitando sua efetividade como instrumento de gestão estratégica. Dentro dessa perspectiva, a pesquisa foi desenvolvida tendo como pressuposto a avaliação institucional como um mecanismo de gestão que possibilita um autoconhecimento da instituição permitindo a correção e o aperfeiçoamento dos processos internos e um aprendizado contínuo da comunidade escolar. Com relação ao percurso metodológico foi adotada a pesquisa qualitativa com a utilização de entrevista estruturada e grupo focal. Os resultados evidenciaram a necessidade de ajustes nos instrumentos de coleta e aperfeiçoamento no processo comunicacional interno. Na percepção dos sujeitos da pesquisa, o ciclo avaliativo foi muito curto e as informações foram insuficientes ou tratadas de maneira superficial, a divulgação não ganhou a amplitude necessária para atingir toda a comunidade e da mesma forma os resultados não foram compartilhados efetivamente com a comunidade, não houve o feedback. A pesquisa também indicou necessidade de revisão da metodologia e dos instrumentos de coleta para continuidade do processo e a criação de uma comissão avaliativa nos moldes da Comissão Própria de Avaliação. Diante de tais resultados desenvolveu-se no terceiro capítulo deste trabalho um Plano de Ação Educacional cujas propostas abarcam um conjunto de ações para aperfeiçoamento da avaliação institucional implementada na escola objeto de estudo. Estas propostas têm como desafio indicar caminhos possíveis e limites para fomentar uma cultura de autoavaliação nas escolas de educação básica. / This dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF) and aims to propose the improvement of the model of institutional evaluation already tested in EE Professor Palmira Morais, making possible its effectiveness as an instrument of strategic management. Within this perspective, the research was developed based on the assumption of institutional evaluation as a management mechanism that allows self-knowledge of the institution allowing the correction and improvement of internal processes and a continuous learning of the school community. Regarding the methodological course, qualitative research was adopted with the use of a structured interview and focus group. The results evidenced the need for adjustments in the instruments of collection and improvement in the internal communication process. In the perception of the subjects of the research, the evaluative cycle was very short and the information was insufficient or treated in a superficial way, the dissemination did not gain the amplitude necessary to reach the whole community and in the same way the results were not shared effectively with the community, there was no feedback. The research also indicated a need to review the methodology and collection instruments for continuity of the process and the creation of an evaluation committee in the form of the Evaluation Committee. In the light of these results, the third chapter of this work developed an Educational Action Plan whose proposals cover a set of actions to improve the institutional evaluation implemented in the school under study. These proposals have as challenge to indicate possible ways and limits to foment a culture of self-evaluation in the schools of basic education.

Multi-rater tools also referred to as 360-degree feedback tools, are frequently used in addition to traditional supervisory appraisals due to sources (i.e., supervisor, peer, direct report) unique perspectives and opportunities to view different aspects of job performance. Research has found that the differences among sources are most prevalent between self and other ratings, and the direction of agreement is related to overall job performance. Research has typically focused on one form of agreement, the direction of an individual's self-ratings compared to others' ratings. The current study expanded on past research on rater agreement using a data set (n = 215) consisting of multi-rater data for professionals participating in a leadership development process. The study examined the ability to predict job performance with three different measures of self-other agreement (i.e., difference between overall mean scores (difference), mean absolute difference across items (difference), and mean correlation across items (similarity)). The study also examined how the relationships may differ across performance dimensions. The final purpose was to explore how the importance of the performance dimensions, as rated by the participant, may moderate the relationship between self-other agreement and job performance. Partial support for study's hypotheses was found. The direction and difference measures of agreement on the overall multi-rater tool and performance dimensions accounted for a significant amount of the variance in job performance. The relationship between the similarity measure of agreement and job performance, and the moderating effect of importance were not supported in the current study.