This project studies how one should design a course evaluation survey used at the technological university, KTH. A single survey multi-platform approach has been used in the design stage, with the aim to develop an optimized survey for the two platforms mobile and PC. To clarify, instead of there being a solely mobile-oriented or PC-oriented design process, any design features implemented where considered in the greater scope of how they would fit both mobile devices and PC, thus providing a wider multi-platform optimization. The reason for undertaking the study was the perceived lacking mobile optimization of the current survey system, LEQ used at KTH. This was seen as a significant area of development due to rising numbers of mobile users globally, especially among younger generations. The survey was developed with the aim to have a high usability and providea positive user experience across the platforms. An iterative design process with three cycles of prototype testing focusing on the themes: grading systems, design features and usability was conducted. At the conclusion of each cycle, incremental improvements were made as a result of feedback from prototype testers and a new prototype was developed. Lastly, a final design was developed. During the comparison of the final design with the LEQ survey at the later stages of the study, not many significant differences were found, and non affecting the functionality of the survey. This can partly be explained by the simplistic nature of surveys. While a general PC optimization had been reached, the mobile optimization was still lacking. The study concluded that the multi-platform approach did not allow for a true mobile optimization. Any new features being implemented would have to be beneficial for both platforms, consequently, potential improvements which would result in a better mobile optimization could not be implemented if they were less suitable for to the PC. However, in a mobile oriented design process a mobile optimization could have been reached since any decision regarding design would only be judged as to whether they were beneficial for the user experience on mobile devices. The design of a truly mobile optimized survey could be an area for further research, both in regards to the design process itself and the final product. / Detta projekt ämnar att studera hur en kursutvärderingsenkät som ska användas vid Kungliga Tekniska Högskolan bör utformas. En single survey multi-platform metodologi har använts inom designen med målet att utveckla en optimerad enkät för de två plattformarna mobil och PC. För att klargöra, istället för att det använts en helt mobilorienterad eller PC-orienterad designprocess, har alla designfunktioner som implementeras värderats i den bemärkelse att de passar både mobila enheter och PC för att ge en multi-plattforms-optimering. Anledningen till att studien genomfördes var den upplevda bristen på mobiloptimering av det aktuella kursutvärderingssystemet, LEQ som används vid KTH. Detta betraktades som ett betydelsefullt utvecklingsområde på grund av det ökande antalet mobilanvändare globalt, särskilt bland yngre generationer. Enkäten utvecklades med målet att ha en hög användbarhet och ge en positiv användarupplevelse över plattformarna. En iterativ designprocess med tre cykler av prototyptestning med fokus på teman: betygssystem, designfunktioner och användbarhet har genomförts. Vid slutet av varje cykel gjordes stegvisa förbättringar som ett resultat av feedback från prototyptestare och en ny prototyp utvecklades. Slutligen utvecklades en slutgiltig design. Under jämförelsen av den slutliga designen med LEQ-undersökningen, i de senare stadierna av studien, hittades inte många signifikanta skillnader, samt inga skillnader alls som påverkade enkätens funktionalitet. Detta kan delvis förklaras av enkätens simplistiska natur. Rent generellt gick det att se att i den slutliga designen hade en PC-optimering uppnåtts men det saknades en mobiloptimering. Anledningen till detta var var att multi-plattformsmetoden som användes begränsade möjligheterna för att uppnå en verklig mobiloptimering. För att förtydliga, på grund av att alla nya funktioner som implementerades behövde passa båda plattformarna, kunde potentiella förbättringar som skulle resultera i en bättre mobiloptimering inte implementeras om de var mindre lämpliga för datorn. I en mobilorienterad designprocess kunde emellertid mobiloptimering ha uppnåtts eftersom varje beslut om design endast skulle bedömas utifrån huruvida de var användbara för användarupplevelsen på mobila enheter. Utformningen av en verkligt mobiloptimerad undersökning kan vara ett område för vidare undersökning, både vad gäller själva designprocessen och slutprodukten.

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-24T19:21:13Z No. of bitstreams: 1 Dissertação - Firmino José Lira Rosas.pdf: 12763167 bytes, checksum: dada233ac25b0c865397bb23dd6d511f (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T18:34:17Z (GMT) No. of bitstreams: 1 Dissertação - Firmino José Lira Rosas.pdf: 12763167 bytes, checksum: dada233ac25b0c865397bb23dd6d511f (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-29T18:46:45Z (GMT) No. of bitstreams: 1 Dissertação - Firmino José Lira Rosas.pdf: 12763167 bytes, checksum: dada233ac25b0c865397bb23dd6d511f (MD5) / Made available in DSpace on 2015-06-29T18:46:45Z (GMT). No. of bitstreams: 1 Dissertação - Firmino José Lira Rosas.pdf: 12763167 bytes, checksum: dada233ac25b0c865397bb23dd6d511f (MD5) Previous issue date: 2012-08-24 / Não Informada / In recent years, the Federal Institutions of Higher Education (IFES) created several undergraduate courses through the university expansion programs, aiming to double the number of vacancies and ensure the permanence of students in higher education in Brazil. These courses can be viewed as a production system. By enrolling in the university, its students integrate the system and go through an entire training process towards the completion of the course, graduates when they come out properly. This makes it possible to design new undergraduate courses as a vast field of research to production engineering. In this context, this research aimed to evaluate the quality and effectiveness of a course in Bachelor of Pharmaceutical Sciences in one of the campuses of the Federal University of Amazonas, based on the assessment tool of the INEP / MEC and allusions to productivity. For this, we conducted this research from the perspective of qualitative ethnographic case study type, and participant observation, document analysis, structured interviews and research strategies and also the participation of leaders, teachers, administrative staff and students of the institution. Data collection was done in three stages: first, we proceeded with observations in the physical structure and notes in the notebook field, making up some pictures, on Monday became the analysis and selection of institutional documents, and third, the participants were interviewed, with interviews recorded and transcribed verbatim. Data were analyzed using content analysis, generating themes, categories and subcategories of analysis. The results revealed that this production system began to operate during the deployment of an academic unit's permanent UFAM this campus, which required much effort to ensure an adequate human and physical infrastructure to meet the needs of users. It was found that the teaching staff of pharmacists reduced at the beginning made it difficult to plan the structure of the laboratory course; the materials management was identified as one of the weaknesses of the system; the mechanism of self-assessment of UFAM offers no support to the unit managers in making decision. The relevance of social and motivational aspects were adopted to study the effectiveness of the course, considering the contributions that can be given to health from a human framework willing to collaborate with internal processes. / Nos últimos anos, as Instituições Federais de Educação Superior (IFES) criaram vários cursos de graduação por meio dos programas de expansão universitária, visando dobrar o número de vagas e a garantir a permanência destes alunos no ensino superior do Brasil. Estes cursos podem ser vistos como um sistema produtivo. Ao se matricularem na universidade, seus alunos integram o sistema e passam por todo um processo de formação rumo à conclusão do curso, quando saem devidamente diplomados. Isto torna possível conceber os novos cursos de graduação como um vasto campo de pesquisa para a engenharia de produção. Neste contexto, esta pesquisa teve como objetivo geral avaliar a qualidade e efetividade de um Curso de Bacharelado em Ciências Farmacêuticas em um dos campi da Universidade Federal do Amazonas, tomando como base o instrumento de avaliação do INEP/MEC e alusões à produtividade. Para isso, conduziu-se esta investigação sob a perspectiva qualitativa do tipo estudo de caso etnográfico, tendo a observação participante, análise documental entrevistas semiestruturadas como estratégias de pesquisa e ainda a participação de dirigentes, professores, técnicos administrativos e alunos da Instituição. A coleta de dados fez-se em três etapas: na primeira, procedeu-se com observações na estrutura física e anotações na caderneta de campo, fazendo-se algumas fotos; na segunda, fez-se análise e seleção dos documentos institucionais; e na terceira, entrevistaram-se os participantes, sendo as entrevistas gravadas e transcritas na íntegra. Os dados foram analisados por meio de análise de conteúdo, gerando-se temas, categorias e subcategorias de análise. Os resultados revelaram que este sistema de produção começou a funcionar no período de implantação de uma unidade acadêmica permanente da UFAM neste campi, o que demandou muito esforço para garantir uma estrutura física e humana adequada para satisfazer as necessidades dos usuários. Verificou-se que o quadro docente de farmacêuticos reduzido no início dificultou o planejamento da estrutura laboratorial do curso; a gestão de materiais foi apontada como uma das fragilidades do sistema; o mecanismo de autoavaliação da UFAM não oferece apoio aos gestores da unidade na tomada de decisão. A relevância social e aspectos motivacionais foram adotados para estudo da efetividade do curso, considerando as contribuições que podem ser dadas com a saúde a partir de um quadro humano disposto a colaborar com os processos internos.

This study aimed to evaluate the development process of Development and Learning course according to critical thinking based instruction in the Faculty of Commerce and Tourism Education at Gazi University by using Stufflebeam&rsquo / s Context, Input, Process, and Product evaluation model. Data were collected from various sources through qualitative and quantitative methods such as questionnaires, individual and focus group interviews, student journals, achievement test, and California Critical Thinking Disposition Inventory (CCTDI). The context evaluation results showed that there were problems in the attainment of course objectives and in the application of the effective instructional strategies for learning and improving thinking skills. Thereupon, at the input evaluation stage, the course was redesigned according to critical thinking based instruction. Pretest-posttest experimental study was carried out while implementing the redesigned course. Concerning the process evaluation, student journals pointed out that while critical thinking based instruction was effective on learning, thinking and metacognitive skills, students experienced some difficulties. Regarding the product evaluation, according to achievement pre-posttest and retention test results and CCTDI pre-posttest results, students in both groups showed a significant progress within a semester. However, there was no difference between treatment and control groups. On the other hand, in the focus groups interviews, the students from the treatment groups expressed the contributions of the course to their teaching and thinking skills, understanding and participation. In conclusion, though quantitative data addressed that critical thinking based instruction did not create difference compared to the traditional instruction, qualitative data delineated positive effects of this approach.

Contextual issues have considerable role on learning outcomes of instructional design process. In this dissertation study, an instructional multimedia design and development course was explored to understand how contextual issues influence the experience and processes of Novice Instructional Designers&rsquo / (NIDs) activities in an instructional design project. The main participants of the study were 47 junior Computer Education and Instructional Technology students who were enrolled in the course. Besides, 26 students who took the course in previous years also participated in the study to verify the results. In the course, the students followed an instructional design process, including analysis, design, development, implementation and evaluation (ADDIE framework) phases while developing instructional multimedia products. The researcher, as one of the facilitators of the course, aimed to guide the project teams iteratively to make them effectively collaborate with the community consisting of target group students, teachers, group members, graduate students and subject matter experts. Moreover, the researcher and other facilitators provided methodological and technical tools that novice instructional designers needed for their projects. Thus, the researcher was a part of the natural context. A qualitative approach was used to collect the data and Activity Theory (Engestr&ouml / m, 1999) was utilized to analyze contextual issues, find out interrelationship between contextual issues and present the results. Results showed that especially expectation and motivations of NIDs, team working skills, role of facilitator and role of target group was important to understand the instructional design experience and quality of processes which was conducted in instructional design. The results will be useful in improvement of instructional design course settings to strength practical skills of novice instructional designers.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-30T13:45:49Z No. of bitstreams: 1 arquivototal.pdf: 2121754 bytes, checksum: 3ee82555004163d9f23d35a252c2858c (MD5) / Approved for entry into archive by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-30T13:46:06Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 2121754 bytes, checksum: 3ee82555004163d9f23d35a252c2858c (MD5) / Made available in DSpace on 2017-08-30T13:46:06Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2121754 bytes, checksum: 3ee82555004163d9f23d35a252c2858c (MD5) Previous issue date: 2017-02-13 / The present research aims to analyze the performance of the Library System of the UFPB in the institutional and course evaluation in the context of the management and evaluation policy, through the evaluation parameters of the MEC, from the creation of the National System of Evaluation of Higher Education (SINAES). Assuming the advent of the REUNI, several conditions and possibilities arose, especially in the expansion of resources and investments for federal universities, reflecting directly on the Libraries, which are departments associated to university systems. The initial hypothesis pointed to the acquisition of books and materials, which positively impacted and could provide an improvement or not of the performance of the Library System. The theoretical foundation is based on the concept of Management State and studies related to the Reform of the Brazilian state and public policies in higher education (university/society, and higher education) and the study of the university library (public policies for university libraries, Evaluation of libraries). Regarding the methodology, the way forward was the adoption of exploratory and descriptive research, with a mixed - quantitative and qualitative approach from the point of view of the approach to the problem. The data were collected in a bibliographical, direct and indirect documentary and the method of approach was the hermeneutic. According to the results, the Library System as a whole obtained a sufficient/regular concept; however, some of these indicators obtained insufficient/weak concepts. The research showed the existence of strengths, such as online access to CAPES Periodical Portals, in addition to the broad and permanent hours of operation of libraries. Among the fragile points found, mentioned the inexistence or insufficient number of titles and their respectives copies of the basic and complementary bibliography in libraries. In the final considerations, and as a suggestion to improve attendace, services provision and products offering, it is proposed the elaboration of an Improvement Management Plan, in accordance with SINAES, aiming at the advancement and the development of the indicators of the Library, in addition to the implementation of a more effective policy for the Library System, concerning to the acquisition of bibliographies. / A presente pesquisa tem por objetivo analisar o desempenho do Sistema de Bibliotecas da UFPB na avaliação institucional e de curso no contexto da política de gestão e avaliação, mediante os parâmetros de avaliação do MEC, a partir da criação do Sistema Nacional de Avaliação da Educação Superior (SINAES). Tendo como pressuposto o advento do REUNI, várias condições e possibilidades surgiram, sobretudo na ampliação dos recursos e investimentos para as Universidades federais, refletindo diretamente nas Bibliotecas, que são órgãos vinculados aos sistemas universitários. A hipótese inicial apontou para a aquisição de livros e materiais, que impactou positivamente e pode proporcionar uma melhora ou não do desempenho do Sistema de Bibliotecas. A fundamentação teórica tem como base o conceito de Estado Gerencial e estudos relacionados à Reforma do estado brasileiro e políticas públicas no ensino superior (universidade/sociedade, e educação superior) e o estudo da Biblioteca universitária (políticas públicas para bibliotecas universitárias, gestão, planejamento e avaliação de bibliotecas). No que concerne à metodologia, o caminho percorrido foi a adoção da pesquisa exploratória e descritiva, com enfoque misto – quantitativo e qualitativo do ponto de vista da forma de abordagem do problema. Os dados foram coletados de forma bibliográfica, documental direta e indireta, e o método de abordagem foi o hermenêutico. De acordo com os resultados, o Sistema de Bibliotecas como um todo obteve um conceito suficiente/regular; no entanto, alguns dos indicadores obtiveram conceitos insuficientes/fracos. A pesquisa mostrou a existência de pontos fortes, como o acesso on-line ao Portal de Periódicos da CAPES, além do amplo e permanente horário de funcionamento das bibliotecas. Entre os pontos frágeis encontrados, citese a inexistência ou a quantidade insuficiente de títulos e seus respectivos exemplares da bibliografia básica e complementar nas bibliotecas. Nas considerações finais, e a título sugestivo para a melhoria do atendimento, da prestação dos serviços e no oferecimento dos produtos, propõem-se a elaboração de um Plano de Gerenciamento de Melhorias, de acordo com o estabelecido no SINAES, visando o avanço e o desenvolvimento dos indicadores da biblioteca, além da implantação de uma política mais efetiva para o Sistema de Bibliotecas, especialmente no que diz respeito à aquisição das bibliografias.

The Center for Teaching and Learning, Independent Study, and the Department of French and Italian at Brigham Young University collaborated to develop the French 202 Website to be used with the French 202 course. Currently, the French 202 Website is used with the French 202 Independent Study course and with the traditional face-to-face course. This evaluation focused on the French 202 Website as it is used with the traditional face-to-face course. This evaluation was conducted in conjunction with the Center for Teaching and Learning at Brigham Young University (BYU). Based on the information collected, the evaluator found that (a) faculty used the website to supplement the face-to-face French 202 course, (b) students indicated that the website appears to function according to the criteria for this evaluation, and (c) students felt that because they used the website they were better able to achieve the learning outcomes of the course.

Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.

INTRODUÇÃO: A utilização de treinamento on-line para capacitação técnica e atualização dos profissionais de saúde sofre grande expansão, sendo importante a avaliação do impacto na prática profissional. OBJETIVOS: desenvolver e avaliar o impacto do treinamento on-line Identificação da demência em idosos, aplicado aos profissionais de saúde da atenção básica. MATERIAL E MÉTODOS: Trata-se de uma pesquisa de produção tecnológica, quantitativa, descritiva, multivariada, correlacional, longitudinal, do tipo painel. As variáveis de critério foram: Escores de Aprendizagem e Impacto do Treinamento no Trabalho, medido em Profundidade e em Amplitude. As variáveis antecedentes integram os componentes de Reação, Características da Clientela e Suporte à Transferência. O local do estudo foi um ambulatório de atenção secundária do Sistema Único de Saúde especializado na atenção à saúde ao idoso, referência para 100 unidades básicas na zona norte de São Paulo. A amostra compôs de 40 profissionais que atendiam aos critérios de inclusão. Na análise dos dados, as escalas de Likert (1 a 5) foram apresentadas por frequências absolutas e relativas e as associações entre questões utilizaram o teste Exato de Fisher. As medidas contínuas foram apresentadas em médias, desvios padrão e medidas de posição (mínimo, máximo, quartis), a correlação das notas e das demais variáveis utilizaram os testes t-student (2 fatores) e ANOVA (3 ou mais fatores). A análise de correlação entre as variáveis de impacto utilizou o teste de Spearman, com p de 5%. RESULTADOS: O desenvolvimento do treinamento foi fundamentado na perspectiva da aprendizagem significativa, abrangendo quatro módulos. A avaliação de aprendizagem pré treinamento on-line foi 6,24 + 1,25, da pós imediata 7,66 + 1,21 e a pós tardia (180 dias após o fim do curso) 7,24 + 0,84 (notas 0 a 10) com ganho estatisticamente significante entre pré e pós imediata (p<0.005). A avaliação de reação apresentou escore de 4,26 + 0,62 com os itens tutor e material didático apresentando, respectivamente, as maiores média, 4,75 + 0,77 e 4,33 + 0,85. O impacto em profundidade foi positivo, com escore geral de 3,66 + 0,76 e o domínio da avaliação da demência teve melhor impacto 4,12 + 0,95. O impacto em Amplitude, apresentou média de 2,23 + 0,81. O Suporte à Transferência obteve média geral 2,97 + 0,81, demonstrando que há necessidade de investimentos na política de desenvolvimento de pessoal com apoio gerencial, social (dos colegas) e organizacional para a aplicação de novos conhecimentos na prática profissional. Constatou-se a associação positiva entre reação e a aprendizagem e reação com os impactos em profundidade e amplitude. CONCLUSÕES: Este estudo demonstrou que o treinamento on-line construído com base nos pressupostos da aprendizagem significativa contribuiu para a capacitação dos profissionais de saúde, identificando a importância do papel do tutor especialista na área e de materiais didáticos educacionais teórico-práticos, dirigidos, dinâmicos, objetivos e contextualizados na prática profissional. A pesquisa contribuirá para o fortalecimento de propostas de educação permanente inovadoras e aderentes ao contexto tecnológico atual da saúde e da enfermagem. / INTRODUCTION: The use of e-learning for technical training and continuing education of health professionals is greatly expanding; therefore, it is important to assess its impact on professional practice. OBJECTIVES: To develop and evaluate the impact of an e-learning module on the identification of dementia in the elderly, as applied to health professionals working in primary care. MATERIAL AND METHODS: This is a survey of production technology, quantitative, descriptive, multivariate, correlational, longitudinal panel data. The variables of criterion were: Scores of Learning and Impact of Training on Work, measured in Depth and in Breadth. The previous variables comprise the components of Reaction, Characteristics of the clientele and Support the Transfer. The study site was an outpatient secondary care in the Unified Health System specialized in health care for the elderly, and used as a reference to 100 other units in the northern region of São Paulo. Following the inclusion criteria, 40 professionals were part of the research. Evaluation of the contribution of e-learning on acquired and strengthen skills and on transfer support. In data analysis, the Likert scales (1-5) were presented as absolute and relative frequencies and associations between questions used the Fisher exact test. Descriptive analyses of continuous variables were conducted using means, standard deviations and measures of position (minimum, maximum, quartiles). notes the correlation with the other variables used the Student t test (2 factors) or ANOVA (3 or more risk factors). Correlation analysis between impact variables used Spearman\'s test, with p = 5%. RESULTS: The development of e-learning was based on the prospect of meaningful learning, with 04 module. Assessing learning on-line pre e-learning was 6.24 + 1.25, the immediate aftermath was 7.66 + 1.21 and late post (180 days after the end stroke) was 7.24 + 0.84 ,in a scale from 0 to 10, with a statistically significant increase between pre and immediate post (p<0.005). The reaction evaluation scores were 4.26 + 0.62, in a scale from 0 to 05, items with the tutor and teaching materials presenting, respectively, the highest average of 4.75 + 0.77 and 4.33 + 0.85. The impact was positive in depth with overall score of 3.66 + 0.76 It was found that the e-learning had an effect on the acquisition of the skills, with a score of 4.29 + 0.66, in a scale from 0 to 10. The impact amplitude was positive, with a mean of 2.23 + 0.81. The Transfer Support showed overall , mean 2.97 + 0.81, in a scale from 0 to 05, demonstrating that there is a need to invest in staff development policy management, social support (from colleagues), and for organizational implementation of continuous learning on the job. Constatou-se associação positiva entre reação e a aprendizagem e reação com os impactos em profundidade e amplitude. CONCLUSIONS: This study demonstrates that e-learning built from assumptions of meaningful learning contributes to the training of health professionals, identifying the importance of the role of the expert tutor in the areas of theoretical and practical education, targeted educational learning materials, dynamic, contextualized goals and professional practice. The research contributes to the literature by strengthening the evidence that innovative proposals for lifelong learning and adherence to the current technological context of health and nursing are promising.

It analyzes procedures of graduation courses with the library for collection qualification in External Evaluation. It uses as theoretical framework the higher education regulatory mark and the legislation of the National Evaluation System of Higher Education SINAES, particularly the courses external evaluation process. The instruments developed by INEP in the external evaluation process, indicators and concepts are the references used to identify the procedures that to reach the satisfactory concept. The used methodology is the case study, characterized as a quantitative and qualitative study. As techniques for collecting qualitative data, we used document analysis of the courses evaluation reports for reapproval in the last three years, and interviews with the researched subjects; and for quantitative data collection, we used questionnaires which were applied to the population represented by the teachers of the researched Higher Education Institution. It is concluded that the procedures adopted by the graduation courses of the Higher Education Institution are developed independently in each department, so there are gaps to be solved in three of the researched courses in order to get course qualification. On the other hand, when there is integration between the courses and the library, the collection qualification and its evaluation achieve satisfactory review concepts both in the institution s and INEP s evaluation. / Analisa os procedimentos dos cursos de graduação com a biblioteca em função da qualificação dos acervos na Avaliação Externa. Utiliza como referencial teórico o marco regulatório do ensino superior e a legislação do Sistema Nacional de Avaliação do Ensino Superior SINAES, em particular o processo de avaliação externa de curso. O instrumental desenvolvido pelo INEP no processo de avaliação externa, os indicadores e os conceitos são as referências utilizadas para identificar os procedimentos necessários para o alcance do conceito satisfatório. A metodologia utilizada é o estudo de caso, caracterizada como um estudo quanti-qualitativo. Como técnica de coleta de dados qualitativa, são utilizadas a análise documental dos relatórios de avaliação dos cursos nos últimos três anos por renovação de reconhecimento e entrevistas com os sujeitos da pesquisa; e para a coleta quantitativa de dados, utilizaram-se questionários, que foram aplicados à população representada pelos professores da IFES pesquisada. Conclui-se que os procedimentos adotados pelos cursos de graduação da IFES são desenvolvidos de modo independente em cada departamento, de forma que existem lacunas a serem sanadas em três dos cursos pesquisados para o alcance da qualificação dos cursos. Por outro lado, quando existe a integração entre os cursos e a biblioteca, a qualificação do acervo e sua avaliação alcançam conceitos satisfatórios na avaliação da instituição e do INEP.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-09-14T17:42:03Z No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-14T17:43:38Z (GMT) No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-14T17:43:48Z (GMT) No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) / Made available in DSpace on 2016-09-14T17:44:01Z (GMT). No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) Previous issue date: 2015-12-10 / Não recebi financiamento / This research is part of the institutional evaluation field, in particular, the evaluation of undergraduate courses, aiming the development of a methodology for analyzing the results of the evaluation process as a way to subsidize on a broad perspective the decision-making, and more specifically, the reformulation processes. The proposed methodology seeks to integrate information from different evaluation processes related to undergraduate programs, with emphasis on those established by the Sistema Nacional de Avaliação da Educação Superior (National Higher Education Evaluation System, SINAES) to analyze them critically. In this case, the report of the institutional self-assessment, the report of the Commissions assessment in loco of the Instituto Nacional de Estudos e Pesquisas Educacionais “Anísio Teixeira” (National Institute of Educational Studies and Research “Anísio Teixeira”, INEP), coming from the regulatory processes of recognition and renewal of recognition of undergraduate courses and the course report of the Exame Nacional de Desempenho de Estudantes (National Examination of Student Performance Report, ENADE). In addition to these, it will be exemplified other internal and /or external indicators that may be included when they’re relevant to the course. The objective is to stimulate analysis of the results of evaluation processes which underwent certain undergraduate courses, organizing information and making it accessible to those involved with the course, especially the academic bodies responsible for formulating a critical and systemic diagnosis on the implementation of the Educational Project Course and, when appropriate, for proposing modifications. The theoretical framework proposed for this analysis is based on the concept of emancipatory evaluation, whose basic principle is the pursuit of transformation of a given reality from a participatory assessment process. The preparation of the methodological proposal was preceded by bibliographical and documentary research that theoretically grounded it and then was developed experimentally in an undergraduate degree at UFSCar. The methodology we used for the development of the proposal was the action-research, and in order to validate it, it was held the meeting of the focus group with the teachers of the course. The central idea of the proposal is to collect, organize and analyze the indicators resulting from internal and external evaluation processes of undergraduate courses, organizing the information into large dimensions for a critical comparison of results from different sources. In this paper, a pilot spreadsheet was developed in twelve dimensions that organizes the extracted results from different sources of information, thus contributing with a comparative analysis and critique of each dimension evaluated. The results showed that this methodological approach proved to be appropriate to support the analysis performed by teachers on the results of evaluations to which the course has been submitted. The authors emphasize the importance of the multiple evaluation processes for the construction of a broad diagnosis of the current situation; More than that, it was found that the process of analyzing the information organized as proposed favors collective discussion on the Pedagogical Project of the Course and encourages educational evaluation culture in its formative and emancipatory sense; It showed up, too, the importance of an education expert who has knowledge of the methodological approach and on the evaluation processes. / Esta pesquisa insere-se no campo da avaliação institucional, em específico, a avaliação dos cursos de graduação, tendo como objetivo o desenvolvimento de uma proposta metodológica para análise dos resultados de processos de avaliação, como forma de subsidiar em uma perspectiva ampla a tomada de decisão e, mais especificamente, os processos de reformulação curricular. A metodologia proposta procura integrar informações de diferentes processos avaliativos relacionados aos cursos de graduação, com ênfase naqueles estabelecidos pelo Sistema Nacional de Avaliação da Educação Superior (SINAES) para analisá-las criticamente. No presente caso, foram utilizados o relatório da autoavaliação institucional, o relatório das Comissões de Avaliação in loco do Instituto Nacional de Estudos e Pesquisas Educacionais “Anísio Teixeira” (INEP), oriundos dos processos regulatórios de reconhecimento e de renovação de reconhecimento dos cursos graduação, e o Relatório de Curso do Exame Nacional de Desempenho de Estudantes (ENADE). Além desses, serão exemplificados outros indicadores internos e/ou externos que poderão ser incluídos sempre que pertinentes ao curso. Objetiva-se estimular a análise dos resultados de processos avaliativos aos quais foi submetido determinado curso de graduação, organizando as informações e tornando-as acessíveis aos envolvidos com o curso, especialmente às instâncias acadêmicas responsáveis pela formulação de um diagnóstico crítico e sistêmico sobre a execução do Projeto Pedagógico de Curso e, quando for o caso, pela proposição de modificações. O referencial teórico proposto para esta análise fundamenta-se no conceito de avaliação emancipatória, cujo princípio básico é a busca de transformação de uma dada realidade a partir de um processo de avaliação participativo. A elaboração da proposta metodológica foi precedida de pesquisa bibliográfica e documental que a fundamentou teoricamente e, em seguida, foi desenvolvida em caráter experimental em um curso de graduação da UFSCar. Como metodologia para o desenvolvimento da proposta foi utilizada a pesquisa-ação, e como forma de validá-la foi realizada a sessão do grupo focal com os docentes do curso. A ideia central da proposta consiste em coletar, organizar e analisar os indicadores resultantes de processos avaliativos internos e externos de cursos de graduação, organizando as informações em grandes dimensões para um confronto crítico dos resultados oriundos de diversas fontes. Neste trabalho, foi desenvolvida uma planilha piloto que organiza em doze Dimensões os resultados extraídos de diferentes Fontes de Informação, contribuindo assim com uma análise comparativa e crítica sobre cada dimensão avaliada. Os resultados demonstraram que esta proposta metodológica mostrou-se apropriada para subsidiar a análise realizada pelos docentes sobre os resultados das avaliações às quais o curso foi submetido. Ficou evidenciada a importância da multiplicidade de processos avaliativos para a elaboração de um diagnóstico amplo da situação do curso; mais do que isso, verificou-se que o processo de análise das informações organizadas da forma proposta favorece o debate coletivo em torno do Projeto Pedagógico de Curso e incentiva a cultura da avaliação educativa no seu sentido formativo e emancipatório; evidenciou-se, também, a importância da participação de especialista em educação que tenha conhecimento sobre a proposta metodológica e sobre os processos avaliativos.