合理科學的高級中學學校評鑑指標體系不僅是教育主管機關檢測學校辦學績效的需要，更是促進學校經營品質提高的指南。目前政府正在推動十二年國民基本教育政策，現有的高級中學學校評鑑指標體系尚存在不同教育主管機關之間的差異問題，因此，需要建構符合十二年國民基本教育實施後新的高級中學學校評鑑指標體系。 本研究的評鑑指標體系是在理性分析的基礎上，首先對指標體系構建的理論基礎、依據、原則進行分析，依據十二年國民基本教育子方案「高中校務評鑑實施方案」，並參考國際相關評鑑指標架構的經驗，確定本研究高級中學學校評鑑指標體系架構。據此擬訂高級中學學校評鑑指標適切性問卷初稿，蒐集焦點團體座談和專家問卷調查的改進建議，增刪、修正部分指標及其內涵說明。其次，依模糊德菲術問卷調查結果，以模糊權重值的高低評選高級中學評鑑指標，經歸一化處理確定權重從而建構本研究之評鑑指標體系，作為高級中學學校評鑑實施之參考。 本研究構建的評鑑指標體系分為「層面、指標及指標內涵說明」，第一級評鑑層面包括校長領導、行政管理、課程教學、學務輔導、環境設備、社群互動、績效表現七個層面。各層面所占權重分別為「課程教學」權重為20.04%、「學務輔導」權重為18.05%、「績效表現」權重為15.76%、「行政管理」權重為13.85%、「環境設備」權重為12.09%、「校長領導」權重為10.55%、「社群互動」權重為9.67%；第二級評鑑指標計50個，每個評鑑指標所占權重介於1.8%至2.2%之間。 / Reasonable and scientific senior high school evaluation indicator system not merely fulfills the need of education authorities to evaluate the performance of a school; it also guides a school in terms of enhancing the quality of school management. Currently the government has been implementing 12-year basic education, and there are disparities within the existing senior high school evaluation indicator systems employed by different education authorities. A new senior high school evaluation indicator system that will meet the need of 12-year basic education, therefore, needs to be set up. The evaluation indicator system of this study is based on rational analysis. In accordance with the “The Implementation Scheme of Senior High School Evaluation” of “12-Year Basic Education” and with reference to international evaluation indicators, this study, for one thing, analyzes the theoretical framework, bases, and principles of indicator system. A first draft of a questionnaire concerning the appropriateness of senior high school evaluation indicators is then drawn up. With the suggestions for revision deriving from the conferences of focus groups and experts’ survey, some indicators and their connotations have been added and revised. For the other thing, with the results of the survey using Fuzzy Delphi Method, the value of the fuzzy weight is normalized and used to select senior high school evaluation indicators. The evaluation indicator system of this study is thus established, which is intended to serve as a reference for the implementation of senior high school evaluation. The evaluation indicator system of this study comprises dimensions, indicators, and their connotations. The first-order evaluation dimension consists of seven dimensions, including principal’s leadership, administrative management, curriculum and teaching, guidance of student affairs, facilities, community interactions, and performance. The weight of each dimension is 0.11, 0.14, 0.20, 0.18, 0.10, 0.10, and 0.16 respectively. The second-order evaluation includes 50 indicators, and the weight of each indicator is between 1.8% and 2.2%.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-29T14:50:45Z No. of bitstreams: 2 Tese - Sérgio de Almeida Moura - 2018.pdf: 1792899 bytes, checksum: e614fbbe99d77e1c562be20d15417b60 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-29T14:53:33Z (GMT) No. of bitstreams: 2 Tese - Sérgio de Almeida Moura - 2018.pdf: 1792899 bytes, checksum: e614fbbe99d77e1c562be20d15417b60 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-29T14:53:33Z (GMT). No. of bitstreams: 2 Tese - Sérgio de Almeida Moura - 2018.pdf: 1792899 bytes, checksum: e614fbbe99d77e1c562be20d15417b60 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-10-26 / This work is linked to the research line "Fundamentals of Educational Processes" of the PostGraduation Program of the Faculty of Education of the Federal University of Goiás. The objective is to understand how the perspective of evaluation of the school organized by cycles of human formation according to the Political-Pedagogical Proposal of the Municipal Network of Education of Goiânia, management 2001-2004, is characterized, and to perceive how this perspective is confronted with the evaluation mode traditionally constituted in the school organized by the seriation. The main authors that help us in our analyzes are Coêlho (2012), Freitas (2003; 2005) and Lima (2002; 2003), mainly in the identification of school logic and evaluation in confrontation. The methodological choice was that of the case study research (Bogdan and Biklen, 1994), which directs the use of three different ways of accumulating data and its subsequent analysis: the bibliographic survey, the documentary research, and finally, the part empirical. The empirical part was accomplished by conducting interviews with three responsible for the proposal in the SME / Goiânia in the period. Data analysis revealed aspects of the implementation of the formation cycles in Goiânia that are very similar to the experiences of the Plural (MG) and Citizen (RS) schools in two senses: first, it refers to the fact that they are prefectures administered by the Workers Party, which coincides with the Brazilian historical context in which there was the expectation that the State (Federation, States and Municipalities) would adopt practices that would universalize social policies and social inclusion, especially the indices of poverty and misery constituted during the previous decades; second, it shows that, in general, all the experiences of formation cycles point to the confrontation of school failure as an objective. It is inferred specifically that the evaluation perspective proposed in formation cycles of Goiania contributes with possibilities of advancement of the school in the struggle for the improvement of the quality of teaching and its consequent reduction of failure rates. But it also reveals the limits perceived in the reality of the serial school logic, characteristic of the current historical particularity, which contradictorily impede the implementation of advances. The results were only possible by confronting the two models of school organization in their correctness and their contradictions in the practice of evaluation and in the very process of reversing the numbers of school failure. / Este trabalho vincula-se à linha de pesquisa “Fundamentos dos Processos Educativos” do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás. Tem como objetivo apreender como se caracteriza a perspectiva de avaliação da escola organizada por ciclos de formação humana segundo a Proposta Político-Pedagógica da Rede Municipal de Educação de Goiânia, gestão 2001-2004, e perceber como essa perspectiva se confronta com o modo de avaliação tradicionalmente constituído na escola organizada pela seriação. Os principais autores que auxilia-nos em nossas análises são Coêlho (2012), Freitas (2003; 2005) e Lma (2002; 2003), sobretudo na identificação das lógicas de escola e de avaliação em confronto. A escolha metodológica foi a da pesquisa do tipo estudo de caso (Bogdan e Biklen, 1994), que direciona o uso de três formas diferentes de acumular dados e sua posterior análise: o levantamento bibliográfico, a pesquisa documental e, por fim, a parte empírica. A parte empírica foi efetivada pela realização de entrevistas com três responsáveis pela proposta na SME/Goiânia no período. A análise dos dados revelou aspectos da implementação dos ciclos de formação em Goiânia bastante semelhante à outras experiências: primeiro, porque refere-se ao fato de serem experiências de prefeituras administradas pelo Partido dos Trabalhadores, fato que coincide com o contexto histórico brasileiro em que havia a expectativa de que o Estado (Federação, Estados e Municípios) adotasse práticas que universalizassem políticas sociais e de inclusão social, principalmente pelos índices de pobreza e miséria constituídos ao longo das décadas anteriores; segundo, porque retrata que, em geral, as experiências de ciclos de formação apontam para o enfrentamento do fracasso escolar como objetivo. Infere-se, especificamente que a perspectiva de avaliação proposta nos ciclos de formação de Goiânia contribui com possibilidades de avanço da escola na luta pela melhoria da qualidade do ensino e sua consequente redução de índices de fracasso. Mas também revela os limites percebidos na realidade da lógica escolar seriada, próprios da particularidade histórica vigente, que impedem, contraditoriamente, a efetivação de avanços. Os resultados somente foram possíveis pelo confronto dos dois modelos de organização escolar em seus acertos e suas contradições na prática da avaliação e no próprio processo de reverter os números do fracasso escolar.

This work is concerned with school evaluation and specifically the organization of education in cycles, implanted by the State Secretariat for Basic Education of Cearà in 1998, as a mechanism to revert the problem of academic failure, school abandonment and distortion of age/grades, in an effort to solve the old and serious phenomenon of school failure. This form of reorganizing the education al system demands a distinct concept of evaluation from that of simple measure and its restricted use of decisions to fail or approve the student. It demands a proper logic of the system in grades. Thus, we tried to analyze the results, in the practical evaluation by the teacher, of the changes introduced in the system of learning evaluation developed in the first and second Formation Cycles in the State of CearÃ. The theoretical foundation was based on studies carried out by authors dealing with school evaluation from a sociological vision. A methodological procedure of a qualitative nature was adopted through a case study at a selected school in Fortaleza. For the collection of data, a documentary analysis was used, as well as a direct observation and interviews with the principal, the pedagogical coordinator, the supervisor, four teachers of the observed groups and two coordinators from the State Secretariat of Education of Cearà - SEDUC. The results show that the conditions offered to the schools and to the teachers caused almost no alteration in the practical evaluation by the teachers. The preoccupation with grades demonstrates that the changes proposed by the official agency, are not occurring. Thus, the present evaluation is not correct, but selecting and rejecting the students. / O presente trabalho tem como foco a avaliaÃÃo escolar na organizaÃÃo do ensino em ciclos, implantado pela Secretaria da EducaÃÃo BÃsica do Estado do Cearà (1998), como mecanismo para reverter a problemÃtica da repetÃncia, abandono escolar e distorÃÃo idade/sÃrie, na tentativa de resolver o antigo e grave fenÃmeno do fracasso escolar. Essa forma de reorganizar o ensino supÃe um conceito de avaliaÃÃo distinto da simples medida e de sua utilizaÃÃo restrita a decisÃes de aprovaÃÃo ou reprovaÃÃo do aluno, lÃgica prÃpria do sistema seriado. Dessa forma, busca-se analisar a repercussÃo, na prÃtica avaliativa do professor, das mudanÃas introduzidas na sistemÃtica de avaliaÃÃo da aprendizagem desenvolvida no primeiro e segundo Ciclos de FormaÃÃo na rede estadual de ensino. A abordagem teÃrica pautou-se nos estudos realizados por autores que tratam da avaliaÃÃo escolar na perspectiva sociolÃgica. Adotou-se um procedimento metodolÃgico de natureza qualitativa, por meio do estudo de caso em uma escola da rede pÃblica estadual localizada em Fortaleza. Para a coleta de dados utilizou-se anÃlise documental, a observaÃÃo direta e entrevistas semi-estruturadas realizadas com a diretora, a coordenadora pedagÃgica, a supervisora, quatro professoras das turmas observadas e com duas coordenadoras da SEDUC. Os resultados mostram que, dadas as condiÃÃes oferecidas Ãs escolas e aos professores, a prÃtica avaliativa exercida pelas professoras pouco sofreu alteraÃÃo em relaÃÃo à mudanÃa na funÃÃo que a avaliaÃÃo historicamente exerceu na escola. A permanÃncia da centralidade na nota demonstra que as mudanÃas propostas pelo ÃrgÃo oficial, quanto à concepÃÃo de avaliaÃÃo, nÃo estÃo ocorrendo. Dessa forma, a avaliaÃÃo praticada, nÃo està cumprindo o papel de formadora e de nÃo seletiva e excludente.

Made available in DSpace on 2016-03-15T19:40:22Z (GMT). No. of bitstreams: 1 Suzana Soos Araujo.pdf: 499422 bytes, checksum: 232cdc7f65e3dd8c130b1759010b6e47 (MD5) Previous issue date: 2006-04-04 / This research pretend contributing as a reflection over some dilemmas currently present in the learning evaluation system, regarding basically to the students with special necessities and how they has been evaluated at the regular school. To understand the current situation, we go back to the history of special education and the related evaluation system, emphasizing the legislation which drives the teaching and the evaluation method of learning, as used by the teachers of the São Paulo State Public Schools. The research, as a qualitative kind and explorer nature, has been made using questionnaires filled by teachers of the 5th grade of the Fundamental Course of a public school. The results put in relief contradictory aspects, particularly in the way they are connected to the identification of educational necessities of the pupils, as well as related to the knowledge of these who are specific in the process of their evaluation. To sum up, this is the requirements of the learning process with students dealing with special education necessities in regular classroom, as though the adaptation during the evaluation according to its importance. / Esta pesquisa pretende contribuir para a reflexão sobre alguns dilemas epistemológicos e éticos atualmente presentes no sistema de avaliação da aprendizagem, referindo-se basicamente aos alunos com necessidades educacionais especiais e à maneira como estes vêm sendo avaliados na escola regular. Para compreendermos a condição presente, recorremos à história da educação especial e do sistema de avaliação enfatizando a legislação que normatiza o ensino e a prática de avaliação da aprendizagem, tal como ela é executada pelos professores da Rede Estadual de Ensino de São Paulo. A pesquisa, de natureza qualitativa e exploratória, foi feita por meio de questionários respondidos por professores de 5ª série do Ensino Fundamental de uma escola pública estadual. Os resultados sinalizam aspectos contraditórios, particularmente no que se refere à identificação de necessidades educacionais dos alunos, bem como no que tange ao conhecimento de especificidades possíveis no processo de avaliação destes. Evidencia-se assim a importância do processo de repensar a avaliação da aprendizagem de alunos com necessidades educacionais especiais matriculados em classe comum, considerando-se a real importância de adaptar a avaliação, que possa eventualmente surgir, bem como, a adequação desta.

The aim of my diploma thesis was to find out how teachers lead their pupils to self - assessment and how this effort relates to the type of their teaching style. The individual teaching styles, their suitability for pupils self-esteem, the particularities of individual development periods and the pupils self-evaluation in these developmental periods are characterized in the theoretical part. The practical part contains a case study, which describes the teaching styles of ten elementary school teachers and their influence on pupils' self-assessment. For the research task I used the data processing via observation and interviewing methods. Another method used in my research is the action teacher research, which helped me to find out my own teaching style and the level of self-esteem students are able to achieve in the 5th grade. The results of the research point to the influence of teacher's teaching style on self-assessment of pupils. Teachers focusing on the facilitating or liberal teaching style really lead pupils to the ability of self- assessment. Fifth-grade pupils who have not been lead to self-assessement since the first grade are not able to self-assess on the level of upper secondary school age.

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

The purpose of this study was to construct a holistic education school evaluation tool using Montessori Erdkinder principles, and begin the validation process of examining the proposed tool. This study addresses a vital need in the holistic education community for a school evaluation tool. The tool construction process included using Erdkinder literature to justify the development of each item through the use of an item matrix, ultimately leading to the development of the 23 item formative Montessori Erdkinder School Evaluation Survey. The validation process included a series of three Rasch Rating Scale Model analyses with data from a sample school. The validation process used item anchoring estimates from the earlier analyses in the later analyses and included determining the tool’s dimensionality, reliability, item fit, possible differential item functioning, and comparing the order of item difficulty levels to the holistic model of Maslow’s hierarchy of needs. Results of the study showed that six items had issues with fit and would need to be revised, and that the items in the cognitive and moral facet will need to be revised to better match Maslow’s model. This study provides the foundation for the development of a holistic education evaluation or accreditation system, and constructed a resource that could be directly implemented in schools.

UNIVERZITA KARLOVA v PRAZE Pedagogická fakulta katedra primární pedagogiky ŠKOLNÍ HODNOCENÍ A JEHO VLIV NA DÍTĚ SCHOOL ASSESSMENT AND ITS INFLUENCE ON THE CHILD Vedoucí diplomové práce: PhDr. Jana Stará, Ph.D. Autor diplomové práce: Lenka Boldišová Studijní obor: učitelství pro 1. stupeň ZŠ Forma studia: kombinovaná Diplomová práce dokončena: březen, 2012 ABSTRAKT: In the theoretical part the problems of evaluation in contemporary education will be analyzed. The attention will be particularly focused on the collection of information based on influences of the evaluation and its individual forms and types on the child. In the empirical part the combination of quantitative and qualitative methods will be utilized. In the quantitative part of the research, questionnaires for elementary schools teachers, for pupils of the primary school grade 2 to 5 and the parents of those pupils will be used. The questions will be focused on their attitude to the different forms of the school evaluation - what they are mainly afraid of, what they prefer, what attitude they have to self-evaluation, how they are influenced by the different forms of evaluation. In some detailed dialogues with pupils, their parents and their teacher I will examine the way of evaluation of pupils in the elementary school and to what degree their...

The presented thesis focuses on the problem of evaluation of pupils at primary school using teacher's action research. The target of the thesis is to determine the influence of analytical feed-back on the self-evaluation of pupils in the 1st to 4th grade. First part of the thesis contains the theory of problem of evaluation, feed-back and self-evaluation, as well as findings from evolutionary psychology. The second part summarizes results obtained from the action research that were aimed on capturing of the evolution of self-evaluation during the individual grades. Conclusions include confirmation that systematic performance of a proper analytical feed-back by the teacher leads to the development and improvement of the self- evaluation skill. Influence of the feedback on self-evaluation is also evaluated. Thesis confirms importance of partnership approach in education.

Made available in DSpace on 2016-04-27T16:32:52Z (GMT). No. of bitstreams: 1 Renata Provetti Weffort Almeida.pdf: 7037981 bytes, checksum: 19342d9b8d6b904c312102daf5681cfb (MD5) Previous issue date: 2014-01-20 / This research aims to analyze the relationship between assessment and how early childhood education is designed and put into practice. In order to answer this question the following objectives were listed: 1) to analyze the educational policies on school evaluation in the early childhood education. 2) to discuss the effects of Psychology on school evaluation; 3) to describe how children are assessed in preschool in relation to the means and criteria adopted regarding social behaviors, reading, writing and art; The survey was conducted in the city of São Paulo, in 2011, in two different schools of early childhood education a public and a private one with groups from the preschool level. In each school two classrooms were selected, for a total of four groups. In both schools 1) the instruments that involved the evaluation process, such as diagnostic activities and reports/records of school performance assessment and 2) the official documents for children education published by the Ministry of Education and the São Paulo City Hall were analyzed. The theoretical perspective is based on the Critical Theory of Society, giving special attention to the studies, which deal with formation, experience and technological rationality. These concepts contribute to the understanding of the processes by which individual formation in this case children development and the possibilities of experience offered by the school occur. Generally speaking, the conclusion of this research is that the relationship between assessment and early childhood education tends to express a standardized and pre-determined perspective of children development to the detriment of the possibility of formative experiences aimed at reflection and training / Esta pesquisa tem como objetivo analisar a relação entre a avaliação e o modo como a educação pré-escolar é concebida e colocada em prática. Para responder a este questionamento, foram elencados os seguintes objetivos específicos: 1) analisar as políticas educacionais referentes à avaliação escolar na Educação Infantil; 2) discutir os efeitos da Psicologia na avaliação escolar; 3) descrever e analisar como as crianças são avaliadas na pré-escola, quanto aos meios e critérios adotados, no que se refere aos comportamentos sociais, leitura e escrita e arte. A pesquisa foi realizada em duas escolas de Educação Infantil, uma pública da rede municipal de São Paulo e uma privada do mesmo município, no ano de 2011. Em cada uma das escolas, foram selecionadas duas salas de aula, perfazendo um total de quatro salas. Nas duas escolas foram 1) analisados os instrumentos que envolvem o processo de avaliação, tais como atividades diagnósticas dos alunos e relatórios/fichas de avaliação do aproveitamento escolar; e, 2) os documentos oficiais para a Educação Infantil, publicados pelo Ministério da Educação e pela Prefeitura de São Paulo. A perspectiva teórica tem como referência os estudos dos pensadores da teoria crítica da sociedade, sobretudo os que tratam da formação, experiência e racionalidade tecnológica. Tais conceitos contribuem para a compreensão dos processos pelos quais ocorre a formação do indivíduo neste caso a formação das crianças , e as possibilidades de experiência oferecidas pela escola. Em linhas gerais, a conclusão da presente pesquisa é a de que, tendencialmente, a relação entre avaliação e Educação Infantil expressa uma perspectiva padronizada e pré-determinada do desenvolvimento das crianças, em detrimento da possibilidade de experiências formativas que visem à reflexão e à formação