228 results on '"Avaliação educacional"'
Search Results
2. Inventário de Ansiedade Frente a Provas (IAP): Validade e invariância de uma versão reduzida.
- Author
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da Conceição Montes, Antônio, Carvalho Franco, Gabriel, Henrique Martins, Gustavo, and Valentini, Felipe
- Subjects
- *
TEST anxiety , *PSYCHOMETRICS , *ANXIETY in women , *ANXIETY , *PSYCHOLOGICAL tests , *ANXIETY testing , *EMOTIONS , *EDUCATIONAL evaluation , *EDUCATIONAL resources , *RESPONSE styles (Examinations) - Abstract
Evaluative contexts tend to be anxiogenic for most people. Thus, understanding levels of anxiety in the face of tests is a possibility to help individual students, as well as to understand broader educational processes. This study aimed to evaluate evidence of internal structure validity, accuracy and invariance in the short version of the Test Anxiety Inventory (IAP). The study was carried out with 1137 students aged between 18 and 63 years (M = 25.94; SD = 7.37) in the state of Rio de Janeiro. The results indicated a structure formed by four factors: concern, lack of confidence, distraction and emotion. Good precision estimates were also evidenced, with alphas ranging from 0.86 to 0.93. Evidences of gender invariance were presented for the IAP, with women presenting higher levels of anxiety, and focal actions can be considered, mainly in the female public. The short version of the inventory is a good resource for assessments in the educational context and helps to understand anxiety in these situations. New studies are suggested to look for evidence of criterion validity and control of response biases in the IAP. [ABSTRACT FROM AUTHOR]
- Published
- 2024
3. EXPANSÃO DA EDUCAÇÃO SUPERIOR BRASILEIRA E O SINAES: APONTAMENTOS ANALÍTICOS SOBRE EFEITOS DE UMA POLÍTICA DE AVALIAÇÃO.
- Author
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da Silva Vasques Rabelo, Roberto Araújo and Santiago Verni, Domeiver Elias
- Subjects
UNIVERSITIES & colleges ,CORPORATE culture ,EDUCATIONAL quality ,HIGHER education ,ARTICULATION (Education) - Abstract
Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
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4. Evaluación de los aprendizajes en educación superior: aportes de fuentes académicas para docentes hispanohablantes.
- Author
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CAROLINA MALDONADO-FUENTES, ANA and RODRÍGUEZ ALVEAL, FRANCISCO
- Subjects
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TEACHER evaluation , *LITERATURE reviews , *AUTHENTIC assessment , *TEACHER training , *FORMATIVE evaluation - Abstract
The article "Evaluation of learning in higher education: contributions from academic sources for Spanish-speaking teachers" presents a literature review on the evaluation of learning in higher education. Fifty-six articles published in Spanish between 2017 and 2021 were analyzed, and 17 publications addressing different evaluation approaches were selected. The importance of formative assessment and feedback in the training of future Spanish-speaking teachers in higher education is highlighted. Additionally, the lack of emphasis on teacher training in evaluation is mentioned, and the importance of evaluation as a learning method is emphasized. The article concludes that it is necessary to promote authentic assessment focused on learning in higher education. [Extracted from the article]
- Published
- 2023
- Full Text
- View/download PDF
5. Análise transversal múltipla dos indicadores de qualidade derivados do ENADE.
- Author
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RADKE BITTENCOURT, HELIO, CREUTZBERG, MARION, and BERTOLIN, JULIO
- Subjects
MASTER'S degree ,HIGHER education ,CROSS-sectional method ,ASSESSMENT of education ,LONGITUDINAL method - Abstract
Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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6. TEACHING-LEARNING ENVIRONMENT IN INITIAL UNIVERSITY TRAINING IN PHYSICAL EDUCATION.
- Author
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Cardoso, Allana Alexandre, Ciampolini, Vitor, da Silva, Jaqueline, das Neves Salles, William, Marchetti Moura, William Alexander, and Vieira do Nascimento, Juarez
- Subjects
- *
HIGHER education , *PHYSICAL education , *CLASSROOM environment , *PHYSICAL training & conditioning , *EDUCATIONAL evaluation , *UNIVERSITIES & colleges , *COLLEGE environment - Abstract
This study aimed to analyze the perceptions of university Physical Education students at different progression levels in the programs regarding the teaching-learning environment in the initial training. In total, 273 students (Bachelor's program n = 150; Licentiate program n = 123) from the Licentiate Program in Physical Education of a public university in Santa Catarina, Brazil, participated in this study, responding to the adapted version of the Assessment Questionnaire of the Perceived Environment in the Initial Training in Physical Education. The Chi-square test was used to analyze the associations between the student progression levels in the programs and their perceptions about the initial training environment. The results indicated the predominance of practical classes/experiences and written theoretical evaluations, especially in the initial phases. The infrequent observation experiences and learning through practice or observation were the assumed roles, made evident primarily in the final semesters. Although the students perceived themselves as active regarding their participation levels, they indicated that the professors are the ones responsible for making the decisions. It is concluded that the initial training in Physical Education requires reconfiguring certain teaching-learning practices to increase student involvement and responsibility for their own training process. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
7. O algoritmo do Ideb e as metas projetadas para a Educação brasileira: uma análise estatístico-matemática.
- Author
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Marques Soares, Denilson Junio, Andrade Soares, Talita Emidio, and dos Santos, Wagner
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TEACHING methods ,EDUCATIONAL quality ,EDUCATIONAL evaluation ,SPHERES ,QUALITATIVE research - Abstract
Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
8. Análisis de Validez Cultural del Estudio Internacional de Educación Cívica y Ciudadanía.
- Author
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Jiménez Moreno, José Alfonso, Gómez Monarrez, César, and Orozco Vergara, Miguel Ángel
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COGNITIVE interviewing ,CITIZENSHIP education ,CIVICS education ,EDUCATIONAL evaluation ,ACADEMIC achievement - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
9. Avaliação educacional: um olhar sobre a produção acadêmica na revista Ensaio (2009-2020).
- Author
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Haywanon Santos Araújo, Maria de Lourdes, da Silva Oliveira, Hérica Luar, and Almeida dos Santos, Ana Clara
- Subjects
EDUCATIONAL finance ,EDUCATIONAL evaluation ,COUNTRY of origin (Immigrants) ,PUBLIC education ,INVESTMENT education - Abstract
Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
10. AVALIAÇÃO EDUCACIONAL E FORMAÇÃO EM EDUCAÇÃO FÍSICA: análise dos currículos de treze IES latino-americanas.
- Author
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Stieg, Ronildo, Ferreira Neto, Amarílio, and Santos, Wagner
- Subjects
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PHYSICAL education teachers , *TEACHER training courses , *EDUCATIONAL evaluation , *TEACHER training , *COMPARATIVE method - Abstract
The field of educational assessment has provoked fertile debate for nearly a century. With regard to studies that analyze the theme from the curriculum of teacher training in Physical Education, a timid production that seeks to know and compare different training contexts and their consequences for the future professional performance with evaluation. The objective of this article is to bring contributions from the analysis of different prescribed curriculum, aiming to present, understand and reflect on what has been prescribed on assessment in the subject plans of 13 Physical Education teacher training courses from seven Latin American countries (Argentina, Chile, Colombia, Ecuador, Mexico, Uruguay and Venezuela). It is characterized as a qualitative research, based on document analysis and comparative method. To analyze the sources, it uses Gephi 0.9.2 and IRAMUTEQ softwares as help tools. It takes as sources 14 assessment subject plans and 91 bibliographies prescribed in these plans. The results show that the teaching of assessment in these disciplines is centered on discussions about: Educational assessment in a broader way; Learning assessment; Theoretical bases of evaluation; Evaluative instruments; Systems assessment; Evaluation functions; Physical tests; Anthropometric measurements; Assessment of physical and sporting activity. It concludes that the different subject plans approach the assessment according to the specific characteristics of each course and/or according to the teacher training policies present in each country. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
11. MIDDLE LEVEL BUREAUCRACY AND EDUCATIONAL ASSESSMENT: RELATIONSHIPS BETWEEN INITIATIVES OF THE STATE OF CEARÁ AND THE FEDERAL GOVERNMENT.
- Author
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de Aguiar BRAVO, Maria Helena and Munhoz ALAVARSE, Ocimar
- Subjects
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SCHOOL administration , *FEDERAL government , *EDUCATIONAL evaluation , *EDUCATIONAL attainment , *TEACHERS - Abstract
The objective of this study is understand how Middle Level Bureaucracy from Ceará enter to the relationship established between brazilian national government and Ceará educational public policies, with a focus on Spaece, Saeb and Enem. It was observed that Seduc's organization has a "semi-horizontal" structure, allowing autonomy and involvement of professionals and positively affecting the technical quality of the actions developed. The evaluations are historically present in state actions and schools, having their consolidation through the accomplishment of data collection directly by the state, without the teachers or the school as intermediaries, and by the creation of Coave. It is observed that the state management is careful to guarantee the principle of equity among students in the Ceará. According to the interviewees, it is impossible for states and municipal governments not to establish relations with the Brazilian federal government, since there are advantageous policies for education that must be implemented. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
12. EVIDÊNCIAS DE VALIDADE DE CONTEÚDO DA ESCALA DE ATITUDES PERANTE AS AVALIAÇÕES EXTERNAS APLICADAS EM LARGA ESCALA (EAAE).
- Author
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SOARES, Denilson Junio Marques, SOARES, Talita Emidio Andrade, and dos SANTOS, Wagner
- Subjects
- *
TEST validity , *EDUCATIONAL evaluation , *TEACHER educators , *BASIC education , *TEACHER education - Abstract
This study presents the process of development of the Scale of Attitudes towards External Assessments applied on a large scale (EAAE) and evidence of its content validity. This instrument was developed in order to capture what basic education teachers think, feel and how they behave through this type of assessment. This is a study with a quantitative approach, structured in two stages: evaluation by expert, using the Content Validity Index (CVI); and pilot application was conducted with a sample of the target population. The final version of the EAAE was reduced to 30 items. The overall CVI of the scale was 0.92, evidencing its content validity and signaling the clarity of language, practice relevance and theoretical relevance of the instrument. It is hoped that this study will open perspectives for further research, with a view to continuing the EAAE validation process and, consequently, enabling its use in studies on educational assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
13. Teste de progresso como instrumento de avaliação em saúde: uma revisão integrativa.
- Author
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MIORI PASCON, DANIELA and LUCIA MIRA, VERA
- Subjects
LITERATURE reviews ,EDUCATIONAL evaluation ,ASSESSMENT of education ,HIGHER education ,UNDERGRADUATES - Abstract
Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
14. Reflexões sobre a aprendizagem baseada em projetos: Estudo de caso sobre o uso de metodologias ativas associadas a tecnologias digitais durante a pandemia.
- Author
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Leitão Maciel, Tiago Perez, Lisboa de Vasconcelos, Maria Viviane, Vasco de Albuquerque Peixoto, Ana Lydia, Nunes Almeida, Lanusia, de Sá Duarte Auto, Bruna, and Silva Pedrosa, Célia Maria
- Abstract
Introduction The experience acquired in the Professional Master's Program in Teaching in Health at a Brazilian public university, in the course of the subjects of "Student Assessment" and "Advance in Teaching Methods: Assessment and Feedback in the Classroom" led to the development of strategies in a specific discipline to implement different virtual skills from active methodologies, especially in the context of the current pandemic with greater assimilation and durability of knowledge for students in the health area. Objectives: to share a teaching-learning experience centered on formative assessment using feedback in a virtual environment as a tool with the production of practical and innovative academic content. Methods: Case study with a qualitative approach; applying a questionnaire on the perception of formative assessment, feedback and satisfaction with the teaching method used. Results Four professors and 50 undergraduate medical students participated in this experience, 46% male and 54% female aged between 23 and 33 years. The innovation in the delivery of content and types of assessment with the production of educational products, in a continuous process of interaction between teachers and students and between them, corroborated the concept of formative assessment with improvement in teaching and learning as reported by 100% of students; Final considerations: the use of active methodologies associated with digital technologies as a strategy to achieve a better formative assessment in the pandemic scenario that we still face seemed to be an important strategy. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
15. Avaliação educacional na formação de professores: análise das editoras, periódicos e artigos.
- Author
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Lima Frossard, Matheus, Barros Carneiro, Felipe Ferreira, and dos Santos, Wagner
- Abstract
It aims to map and analyze the scientific production of articles on educational assessment in teacher education, indexed in the Web of Science, Scopus and Scielo databases. The study was based on bibliometric indicators and established three axes of analysis, by: publishers; periodicals; and articles. 177 articles were mapped and published by 119 journals and 76 publishers. The results highlight that 51% of the articles' production are concentrated in six commercial publishers. On the other hand, countries like Brazil, Spain, Canada and Singapore concentrate more than 50% of their production in university publishers. Among 119 journals, Bradford's Law identified a core of 7 most productive journals that are specialized in the topic. The Assessment and Evaluation in Higher Education journal was highlighted for being the most published, with 9 articles, and published the most cited study. Of the 177 articles, 20 received at least 18 citations and are considered to have the greatest impact. In addition, 64% of the 1248 citations received by all mapped articles accumulate. We point out the importance of a consolidated scientific publishing industry, which gives visibility to the cultural diversity of research and areas of knowledge, as well as the professionalization of editorial processes. At the same time, policies are still needed to fund publications and debates on the monopolization of production in a few publishers. We also point to the need for investigations on scientific production on assessment in teacher education in databases that bring together journals that are invisible in the mainstream of science, strengthening understudied regions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
16. TEACHING-LEARNING ENVIRONMENT IN INITIAL UNIVERSITY TRAINING IN PHYSICAL EDUCATION.
- Author
-
Alexandre Cardoso, Allana, Ciampolini, Vitor, da Silva, Jaqueline, das Neves Salles, William, Marchetti Moura, William Alexander, and Vieira do Nascimento, Juarez
- Subjects
- *
HIGHER education , *PHYSICAL education , *COLLEGE students , *PHYSICAL training & conditioning , *EDUCATIONAL evaluation , *COLLEGE environment - Abstract
This study aimed to analyze the perceptions of university Physical Education students at different progression levels in the programs regarding the teaching-learning environment in the initial training. In total, 273 students (Bachelor's program n = 150; Licentiate program n = 123) from the Licentiate Program in Physical Education of a public university in Santa Catarina, Brazil, participated in this study, responding to the adapted version of the Assessment Questionnaire of the Perceived Environment in the Initial Training in Physical Education. The Chi-square test was used to analyze the associations between the student progression levels in the programs and their perceptions about the initial training environment. The results indicated the predominance of practical classes/experiences and written theoretical evaluations, especially in the initial phases. The infrequent observation experiences and learning through practice or observation were the assumed roles, made evident primarily in the final semesters. Although the students perceived themselves as active regarding their participation levels, they indicated that the professors are the ones responsible for making the decisions. It is concluded that the initial training in Physical Education requires reconfiguring certain teaching-learning practices to increase student involvement and responsibility for their own training process. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
17. The use of the evaluative portfolio in medicine: revisiting concepts and experiences.
- Author
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Araripe Pereira Fernandes, Denise Mota, Medeiros de Morais, Melissa Maria, Henriques Santos, Matheus Lucas, Moreira Sales, Marília, and Carvalho Sousa, Vinicius
- Subjects
MEDICAL education ,OUTCOME-based education ,EDUCATIONAL evaluation ,SELF regulation ,EXPERIENTIAL learning ,MEDICINE ,SYSTEMATIC reviews ,EMPLOYMENT portfolios ,EXPERIENCE ,UNDERGRADUATES ,EDUCATIONAL tests & measurements ,STUDENTS ,MEDLINE ,CONCEPTS - Abstract
Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
18. Planejamento estratégico de um programa de pós-graduação em rede: experiência de construção coletiva.
- Author
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do Socorro de Sousa, Maria, de Fatima Antero Sousa Machado, Maria, Gomes Fernandes Vieira-Meyer, Anya Pimentel, Cunha Vieira, Neiva Francenely, and Socorro de Araújo Dias, Maria
- Subjects
CULTURAL pluralism ,FAMILY health ,FAMILY planning services ,HEALTH education ,HEALTH programs - Abstract
Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
19. Bibliotecas escolares e salas de leitura importam para o aprendizado dos estudantes?
- Author
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Coutinho de Miranda, Cecília, Santos Braga, Daniel, and Campos Cavalcanti, Ana Paula
- Subjects
ASSESSMENT of education ,INFERENTIAL statistics ,FACTOR analysis ,BASIC education ,SCHOOL year ,SCHOOL libraries ,SCHOOL librarians ,READING comprehension - Abstract
Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
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20. A questão da validade na avaliação educacional brasileira.
- Author
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de Jesus, Girlene Ribeiro, de Lima Rêgo, Renata Manuelly, and de Souza, Victor Vasconcelos
- Subjects
EDUCATIONAL evaluation ,LEGAL evidence ,TEST validity ,INFORMATION resources ,EDUCATIONAL standards - Abstract
Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
21. Pressupostos teórico-metodológicos e epistemológicos da Avaliação Educacional na Educação em Ciências.
- Author
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Pedro SIMAS FILHO, José and Lopo MONTALVÃO NETO, Alberto
- Subjects
PRAXIS (Process) ,SCIENCE education ,EDUCATIONAL evaluation ,PUBLIC officers ,RESEARCH personnel - Abstract
Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
22. Academic path and professional competencies seen through the perception of speech therapy alumni.
- Author
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Azevedo Maciel, Caroline, Gonzalez Escarce, Andrezza, Rodrigues Motta, Andréa, and Caldas Teixeira, Letícia
- Published
- 2021
- Full Text
- View/download PDF
23. Creating an objective measurement for the Enem: An analysis using the Rasch Model.
- Author
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Golino, Hudson F., Gomes, Cristiano Mauro A., and de S. Peres, Alexandre José
- Subjects
- *
SOCIAL sciences , *LOGISTIC model (Demography) , *ITEM response theory , *RASCH models - Abstract
In the 1930s, a group of scientists argued that the empirical concatenation of observable elements was not possible in the human and social sciences and was, thus, not feasible to obtain objective measurements similar to those found in physics. To address this issue, mathematical theories that do not require concatenation were proposed in the 1960s, including the Additive Conjoint Measurement Theory (ACMT). In the same decade, George Rasch developed the simple logistic model for dichotomous data as a probabilistic operationalization of the ACMT. This study investigates the possibility of developing a fundamental measure for the National Exam of Upper Secondary Education (ENEM) that applies Rasch's model to students' performance on the 2011 ENEM exam. The results indicate an adequate model fit, demonstrating the viability of a fundamental measure using ENEM data. Implications are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
24. A compreensão dos docentes sobre a formação em Saúde Coletiva nos cursos de Fonoaudiologia de universidades públicas do Nordeste brasileiro.
- Author
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Pinto Telles, Maurício Wiering and Augusto Noro, Luiz Roberto
- Subjects
COLLEGE curriculum ,NATIONAL curriculum ,PUBLIC health education ,UNDERGRADUATE programs ,SPEECH therapy ,TEACHER educators - Abstract
Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
25. Concepción sobre la práctica evaluativa que realizan los profesores en la modalidad a distancia.
- Author
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Oramas, Aarom
- Subjects
- *
EDUCATIONAL tests & measurements , *TEACHERS , *QUALITATIVE research , *CONCEPTION , *DISTANCE education - Abstract
The purpose of this research is to unveil the conception on the evaluative practices teachers' who work of distance studies. It was made a qualitative and ethnographic research. Observation and interview techniques were used to collect information. The key informants were fifteen teachers who work in a Venezuelan university institution. The research findings were: a) the evaluative practices teachers' and the vision they have about them are found in the technical conception of teaching and in the second generation of evaluation and b) teachers act according to they have learned and accomplished through their academic training. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
26. Percepção do ensino remoto emergencial por discentes em uma escola de ensino superior de saúde
- Author
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Motta-Passos, Isabella da, Martinez, Márcio Luís Lombardi, Andrade, Sandy Caroline da Silva, Pinho, Ana Clara dos Santos, and Martins, Milton de Arruda
- Subjects
Ensino a distância ,Universities ,Distance Learning ,Avaliação Educacional ,Universidades ,Educational Assessment ,Covid-19 - Abstract
Resumo: Introdução: Com a pandemia de Covid-19, instituições globais de saúde recomendaram a adoção de medidas restritivas, como o fechamento de unidades de ensino. As instituições de ensino tiveram que se adaptar ao ensino remoto emergencial de forma abrupta e com pouco tempo para preparo. Os alunos também tiveram desafios a serem enfrentados, como uso da internet e isolamento dentro de casa. O ensino superior na área de saúde também teve que se adequar a esse novo modelo com adaptação a práticas humanizadas. Objetivo: Este estudo teve como objetivo avaliar a percepção da utilização do ensino remoto emergencial por discentes em uma universidade pública de saúde durante a pandemia da Covid-19. Método: Trata-se de uma pesquisa descritiva e exploratória, com delineamento transversal e abordagem quantitativa, realizada por meio de aplicação de um questionário com perguntas fechadas. O questionário foi dividido em quatro tópicos: caracterização da amostra, condições de uso da internet, condições do local do estudo e percepção do estudante acerca da utilização do ensino remoto. Resultado: Participaram do estudo 480 alunos dos cursos de Enfermagem, Medicina e Odontologia da Universidade do Estado do Amazonas. A maioria desses alunos utilizou wi-fi residencial, com qualidade de sinal regular, e aqueles que residem no interior do estado foram os mais prejudicados por conta da inconstância da internet. Os alunos assistiram predominantemente às aulas no quarto e apontaram a fácil desconcentração como o fator mais prejudicial das aulas remotas. A maioria dos alunos discorda da eficácia das avaliações para esse tipo de ensino, assim como avalia de forma insatisfatória a experiência com o ensino remoto. No entanto, a maioria concordou que é possível aprender o conteúdo teórico com qualidade no ensino remoto. Conclusão: A pandemia de Covid-19 acarretou uma mudança repentina de cenário. O novo modelo educacional, de educação a distância, trouxe novos desafios para o ensino. Os resultados evidenciam que os fatores que prejudicaram os estudantes foram a instabilidade da internet e a dificuldade em se concentrar durante a aprendizagem remota. Houve facilidade para os discentes esclarecerem as dúvidas das aulas com os docentes, o que corrobora o ensino e a aprendizagem da parte teórica por meio desse sistema. Abstract: Introduction: The onset of the Covid-19 pandemic led global health institutions to recommend the adoption of restrictive measures such as the closure of educational facilities. Educational institutions were forced to suddenly adapt to emergency distance learning methods, with little time for preparation. The students also faced challenges such as relying on the internet and remaining isolated at home. Medical and health science schools also had to adapt to this new model to humanized practices. Objective: To evaluate the perceived use of emergency distance learning by students at a state university health sciences and medical school during the Covid-19 Pandemic. Method: This is a descriptive and exploratory study, with a cross-sectional design and quantitative approach, involving the application of a questionnaire containing closed questions. The questionnaire was divided into four topics: sample characterization, conditions for internet use, study site conditions, and student perception of the use of distance learning. Result: The study included 480 students from the nursing, medicine, and dentistry courses at the Amazonas State University. Most of these students used their home wifi, with regular signal quality. Students from smaller, inner state towns were the most disadvantaged by inconsistent internet connections. Students were mainly in their bedrooms when they attended the and pointed to losing concentration easily as the main detrimental factor of the remote classes. Most students disagreed with the effectiveness of assessments for this type of learning,and rated the experience with remote teaching as unsatisfactory. However, most students agreed that it is possible to learn theoretical content with quality through distance learning. Conclusion: The Covid-19 pandemic brought about a sudden change of scenery. The new educational model, using distance learning, has brought new challenges for teaching. The results show that the factors that hindered the students were the instability of their internet connection and difficulty in maintaining concentration during distance learning classes. Students found it easy to clarify doubts about the classes with the teachers; the system proved adequate for the teaching and learning of the theoretical content.
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- 2023
27. Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory.
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Seabra Matos, Daniel Abud, Brown, Gavin Thomas Lumsden, and Assis Gomes, Cristiano Mauro
- Subjects
- *
AUTODIDACTICISM , *SELF regulation - Abstract
Student conceptions of the purposes of assessment are an important aspect of self-regulated learning. This study advances our understanding of the Student Conceptions of Assessment Inventory (SCoA) by examining the generalizability of the factorial structure of the SCoA using bifactor analysis and conducting cross-cultural invariance testing between Brazil and New Zealand. Eight different models were specified and evaluated, with the best model being adopted for invariance testing. This research adds to our understanding of the cross-cultural properties of the SCoA because the introduction of the bifactor model resulted in metric equivalence between countries, which had previously had only partial metric equivalence. Future studies should attempt to create more items around several SCoA constructs. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
28. Implementando o teste adaptativo computadorizado.
- Author
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Cecilio-Fernandes, Dario
- Subjects
MEDICAL education ,EDUCATIONAL evaluation - Abstract
Copyright of Scientia Medica is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2019
- Full Text
- View/download PDF
29. Calidad educativa, a propósito de la gestión comunitaria en nueve establecimientos educativos de Medellín: 2010 a 2013.
- Author
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Wilmar Pino-Montoya, Jose and Castaño-Gómez, Melina
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SCHOOL administration ,EDUCATIONAL quality ,EDUCATION policy ,EDUCATION awards ,EDUCATIONAL evaluation - Abstract
Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
30. EFICÁCIA DE UM PROGRAMA DE CONSCIÊNCIA FONOLÓGICA NO PRÉ-ESCOLAR.
- Author
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Ventura, Rita, Figueiredo, Sandra, and Capelas, Sylvie
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- *
PHONOLOGICAL awareness , *EXPERIMENTAL groups , *EDUCATIONAL evaluation , *SPEECH therapy , *CONTROL groups - Abstract
The objective of this study was to evaluate the effectiveness of a phonological awareness program in the preschool level, considering children with no pathologies. Two groups were created, control and experimental. Only the experimental group had access to the program ("Phonological Awareness Test", Castro, Alves, Correia & Soares, 2018). The other group followed the normative development according to the the preschool syllabus. There were two moments of assessment for both groups: an initial evaluation was conducted and a final evaluation after 12 sessions (12 weeks). Children enrolled in the Program of phonological awareness stimulation, attending to a specific number of sessions, showed better and significant results compared to the control group. This study suggests that children with access to stimulation at this level show better results, compared to children without access to the program, confirming the effectiveness of the Phonological Awareness Program in Preschool level as an early intervention tool for the language development, especially concerning the reading and writing skills. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
31. Evaluación educativa: una mirada a la producción académica en la revista Ensaio (2009–2020)
- Author
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Araújo, Maria de Lourdes Haywanon Santos, Oliveira, Herica Luar da Silva, dos Santos, Ana Clara Almeida, and Universidade Estadual de Feira de Santana, CNPq, FAPESB
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Evaluación Educacional ,Revista Ensaio ,Políticas Públicas Educativas ,Educação ,Políticas Educacionais ,Avaliação Educacional ,Políticas Públicas Educacionais ,Educational Assessment ,Journal Ensaio ,Public Education Policies - Abstract
The article addresses the state of knowledge in Educational Assessment by mapping the publications of the journal “Ensaio: Assessment and Public Policies in Education”, continuing and expanding the research on the subject. Of the 495 articles published from 2009 to 2020, 133 were selected, referring to Educational Assessment; they were classified according to education level, thematic category, country of origin, region, institution, and funding agency to which the research/author(s) are linked. It was found that the journal is substantially Brazilian, with publications that deal mostly with General Aspects of the Assessment and Assessment of Programs, Projects, and Public Policies. There was a decrease in publications on the subject in the period and in proportion to the total number of publications in the journal, especially after 2016. This coincides with the reduction of investments in education in the country, especially those related to programs and projects for Basic Education and Higher Education. El artículo aborda el estado del arte en Evaluación Educativa, a través del mapeo de publicaciones en la revista Ensaio: Avaliação e Políticas Públicas em Educação, continuando y ampliando la investigación sobre el tema. De los 495 artículos publicados de 2009 a 2020, 133 referentes a Evaluación Educativa fueron seleccionados y clasificados según el nivel de estudios, categoría temática, país de origen, región, institución y organismo financiador al que se vinculan las investigaciones y/o autores. Se constató que la revista es sustancialmente brasileña, con publicaciones que tratan en su mayoría de Aspectos Generales de la Evaluación y de la Evaluación de Programas, Proyectos y Políticas Públicas. Hubo una caída en las publicaciones sobre la Evaluación Educativa en el período investigado y, proporcionalmente, al número total de publicaciones en la revista, especialmente después de 2016, lo que coincide con la reducción de las inversiones en Educación en el país, especialmente las referidas a programas y proyectos de Educación Básica y Superior. O artigo aborda o estado da arte em Avaliação Educacional, por meio do mapeamento das publicações da revista Ensaio: Avaliação e Políticas Públicas em Educação, dando continuidade e ampliando pesquisas sobre a temática. Dos 495 artigos publicados, de 2009 a 2020, foram selecionados 133 referentes à Avaliação Educacional e classificados de acordo com o nível de Ensino, categoria temática, país de origem, região, instituição e agência de fomento a que a pesquisa e/ou autores estão vinculados. Certificou-se que a revista é substancialmente brasileira, com publicações que tratam, em sua maioria, de Aspectos Gerais da Avaliação e da Avaliação de Programas, Projetos e Políticas Públicas. Foi constatada uma queda das publicações sobre Avaliação Educacional no período pesquisado, e, proporcionalmente, ao total de publicações no periódico, especialmente após 2016, o que coincide com a redução de investimentos em Educação no país, em especial os referentes a programas e projetos para a Educação Básica e para o Ensino Superior.
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- 2022
32. Contribución de la evaluación educativa para la formación democrática y transformadora de estudiantes
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Daniel Ríos-Muñoz and David Herrera-Araya
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Value (ethics) ,transformative assessment ,evaluación formativa ,avaliação para aprendizagem ,formative assessment ,Educational evaluation ,computer.software_genre ,Avaliação educacional ,Education ,Formative assessment ,Argument ,Educational assessment ,Pedagogy ,Sociology ,avaliação formativa ,LC8-6691 ,Evaluación educativa ,Special aspects of education ,Assessment for learning ,Transformative learning ,evaluación para los aprendizajes ,evaluación transformadora ,avaliação transformadora ,Criticism ,evaluación educativa ,computer ,assessment for learning - Abstract
Resumen Propósito. En este artículo se analiza la evaluación educativa como un campo de conocimiento teórico-práctico para la formación democrática y transformadora del estudiantado. Discusión. La discusión sobre la evaluación educativa se focaliza en la crítica a los enfoques positivistas-tecnológicos que limitan la complejidad valorativa de los procesos de aprendizaje. Asimismo, se han relevado enfoques de evaluación para los aprendizajes como una forma de cuestionar y reinterpretar la teoría y práctica evaluativa positivista. Sin embargo, el debate ha marginado el rol de la evaluación en su dimensión ética-política para la construcción de sujetos democráticos. El argumento central sostiene que una evaluación transformadora y con un enfoque sociocultural-democrático posibilita la formación de sujetos participativos, comprometidos y reflexivos. Conclusiones. Se concluye con la importancia de resignificar la evaluación como una práctica no solo preocupada por la valoración de los aprendizajes, sino que también orientada a la formación de aspectos valóricos, actitudinales, éticos y democráticos, con la finalidad de contribuir a la construcción de un estudiantado consciente de sí mismo, de las otras personas y de su rol en la sociedad. Abstract Purpose. In this article, educational evaluation is analyzed as a theoretical-practical field of knowledge for the democratic and transformative formation of students. Discussion. The discussion on educational evaluation focuses on criticism of positivist-technological approaches limited to the value complexity of learning processes. Likewise, they have relieved evaluation approaches for learning as a way to question and reinterpret positivist evaluative theory and practice. However, the debate has marginalized the role of evaluation in its ethical-political dimension for the construction of democratic subjects. The central argument argues that a transformative evaluation with a sociocultural and democratic approach enables the formation of participatory, committed, and reflective subjects. Conclusions. It concludes with the importance of re-signifying the evaluation as a practice not only concerned with the valuation of learning but also oriented to the formation of aspects in terms of values and attitudinal, ethical, and democratic aspects, in order to contribute to the construction of students aware of themselves, of others, and their role in society. Resumo Finalidade. Neste artigo, a avaliação educacional é analisada como um campo de conhecimento teórico-prático para a formação democrática e transformadora dos estudantes. Discussão. A discussão sobre avaliação educacional concentra-se na crítica de abordagens positivistas-tecnológicas limitadas à complexidade do valor dos processos de aprendizagem. Da mesma forma, foi revelado abordagens de avaliação da aprendizagem como uma maneira de questionar e reinterpretar a teoria e a prática avaliativas positivistas. No entanto, o debate marginalizou o papel da avaliação em sua dimensão ético-política para a construção de sujeitos democráticos. O argumento central afirma que uma avaliação transformadora e com uma abordagem sociocultural-democrática permite a formação de sujeitos participativos, comprometidos e reflexivos. Conclusões. É afirmada a importância de ressignificar a avaliação como prática, não apenas preocupada com o valor da aprendizagem, mas também orientada para a formação de valores, atitudes éticas e democráticas, a fim de contribuir para a construção de estudantes consciente de si mesmo, das demais pessoas e de seu papel na sociedade.
- Published
- 2021
33. SAEB E PNLD: DISSONÂNCIAS E IMPLICAÇÕES DAS AVALIAÇÕES DE LARGA ESCALA NO CONTEXTO EDUCACIONAL BRASILEIRO
- Author
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Maria de Lourdes Silva Santos, Andrea da Silva Marques Ribeiro, and Pedro Franco de Sá
- Subjects
Larger Scale Rating ,Public policy ,Educational Assessment ,General Medicine ,Theory and practice of education ,Dialogue between SAEB and PNLD ,avaliação educacional ,Education ,avaliação de larga escala ,diálogo entre saeb e pnld ,Political science ,Pedagogy ,Basic education ,Product (category theory) ,LB5-3640 - Abstract
This paper presents the results of a research that aimed at analyzing referential dialogue between The National Basic Education Assessment System (SAEB) and the National Textbook Program (PNLD). Data analysis was based on PNLD references on the documents of SAEB as well as SAEB references on PNLD documents. The results indicate that there is almost no dialogue between the two public policies and it can cause drastic effects in the assessment of Brazilian education, which leads to questioning the results concerning Brazilian Education produced by SAEB. Also, in the analysis, a cycle of failure is highlighted as a product of the lack of dialogue between such policies., Este trabalho apresenta os resultados de uma investigação que teve como objetivo analisar o diálogo referencial entre o Sistema de Avaliação da Educação Básica (SAEB) e o Programa Nacional do Livro Didático (PNLD). A produção das informações se deu por meio da análise de documentos do SAEB, na busca de referências sobre o PNLD e de documentos do PNLD buscando referências ao SAEB. Os resultados indicam que o diálogo entre as duas políticas é praticamente nulo e que provoca um efeito drástico da avaliação educacional brasileira, o que leva ao questionamento dos resultados que o SAEB produz acerca da Educação Brasileira. As análises evidenciam a existência de um ciclo de fracasso como produto da falta de diálogo entre as referidas políticas.
- Published
- 2021
34. El algoritmo del Ideb y las metas proyectadas para la educación brasileña: un análisis estadístico-matemático
- Author
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Soares, Denilson Junio Marques, Soares, Talita Emidio Andrade, and Santos, Wagner dos
- Subjects
Análisis Estadístico ,Evaluación Educativa ,Calidad de Educación ,Educacao ,Avaliacao ,Qualidade ,Análise Estatística ,Avaliação Educacional ,Qualidade da Educação ,Statistical Analysis ,Educational Assessment ,Educational Quality - Abstract
This paper aims to analyze, under the theoretical possibilities of the indiciary paradigm, the methodology used in the construction of the Ideb algorithm and of intermediate goals for the quality of Brazilian Education, looking for evidence that will lead us to understand the concept of quality of Education assumed by the indicator. It is a qualitative study, which uses researching bibliographies and analyzing documents as a theoretical-methodological approach considering, as sources, the official technical notes made available to describe the statistical-mathematical procedures utilized in the design of the indicator. Results showed the mathematical rigor and the care taken by MEC/Inep professionals to differentiate the biennial goals projected for each teaching modality and in all administrative spheres. On the other hand, they expose some weaknesses at not considering the specificities surrounding the Brazilian educational reality, compromising the reliability of the evidenced results. Este artículo tiene como objetivo analizar, bajo las posibilidades teóricas del paradigma probatorio, la metodología utilizada en la construcción del algoritmo Ideb y en la proyección de metas a ser alcanzadas en todas las esferas de los sistemas educativos brasileños, buscando evidencias que nos lleven a comprender el concepción de la calidad en la Educación adoptada por el indicador. Se trata de una investigación cualitativa que asume como enfoque teórico-metodológico la investigación bibliográfica y el análisis documental, considerando como fuentes las notas técnicas oficiales disponibles para describir los procedimientos estadístico-matemáticos utilizados. Los análisis presentados muestran el rigor matemático y el cuidado de los profesionales del MEC/Inep en diferenciar las metas bienales diseñadas para cada modalidad de enseñanza y del sector administrativo. Por otro lado, exponen su fragilidad al no considerar las especificidades que constituyen la realidad educativa brasileña, comprometiendo la confiabilidad de los resultados evidenciados. Este artigo tem o objetivo de analisar, sob as possibilidades teóricas do paradigma indiciário, a metodologia utilizada na construção do algoritmo do Ideb e na projeção de metas a serem alcançadas em todas as esferas dos sistemas educacionais brasileiros, buscando indícios que nos levem a compreender a concepção de qualidade da Educação adotada pelo indicador. Trata-se de um estudo qualitativo que assume a pesquisa bibliográfica e a análise documental como abordagem teórico-metodológica, considerando, como fontes, as notas técnicas oficiais disponibilizadas para descrever os procedimentos estatístico-matemáticos utilizados. As análises apresentadas evidenciam o rigor matemático e o cuidado dos profissionais do MEC/Inep em diferenciar as metas bienais projetadas para cada modalidade de Ensino e setor administrativo. Em contrapartida, expõem sua fragilidade em não considerar as especificidades que constituem a realidade educacional brasileira, comprometendo a fidedignidade dos resultados evidenciados. * Agradecemos ao Instituto Federal de Minas Gerais, campus Piumhi, e à Universidade Federal do Espírito Santo pelo apoio ao desenvolvimento desta pesquisa.
- Published
- 2022
35. Histórico de conceitos do Enade dos cursos de Odontologia da Bahia
- Author
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Santos, Emi Ribeiro dos, Oliveira, Márcia Mineiro de, and Correia, Kariza Vargens Diniz
- Subjects
Educação em Odontologia ,Avaliação Educacional ,Education Dental ,Educação Superior ,Educational Assessment ,Education Higher - Abstract
The National Exam of Students Performance (Enade) is an integral part of the National Higher Education Assessment System (Sinaes). Enade is held every three years by students completing undergraduate courses in order to measure student performance in relation to the course offered. The aim of this study was to describe the historical series of concepts in Enade of the Dentistry course of private and public Institutions of Higher Education (IES) in the state of Bahia, in 2004, 2007, 2010, 2013, 2016 and 2019 and to compare the concepts obtained by IES throughout this period. A retrospective descriptive observational research was carried out in public files available on the official website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) of all Enade concepts of Dentistry courses in the Unit of the Federation of Bahia. The data obtained were submitted to descriptive analysis by the mean and standard deviation of the concepts. Private institutions had an average score of 2.78±0.72 in the period surveyed, with no difference in performance between them, with the exception of the Dentistry course of Bahia School of Medicine and Public Health (EBMSP), which attained scores 4 and 5, in 3 exams. Public institutions had an average score of 4.05±0.83 in the concepts. The Federal University of Bahia (UFBA) obtained an average score of 4.33. Public IES obtained better results in the Enade concept than private IES. UFBA was evaluated as being the best IES of Dentistry in Bahia throughout the historical series considered. O Exame Nacional de Desempenho dos Estudantes (Enade) é uma parte integrante do Sistema Nacional de Avaliação em Educação Superior (Sinaes). O exame é realizado a cada três anos pelos discentes concluintes dos cursos de graduação com o intuito de mensurar o rendimento dos alunos em relação ao curso ofertado. O objetivo deste estudo foi descrever a série histórica dos conceitos no Enade do curso de Odontologia de instituições de ensino superior (IES) particulares e públicas do estado da Bahia, nos anos de 2004 a 2019, e realizar um comparativo dos conceitos obtidos pelas IES ao longo deste período. Foi realizada pesquisa observacional descritiva retrospectiva em arquivos públicos disponibilizados no site oficial do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) de todos os conceitos Enade dos cursos de Odontologia na unidade baiana da federação. Os dados obtidos foram submetidos à análise descritiva por meio da média e desvio-padrão dos conceitos. As instituições particulares obtiveram média dos conceitos de 2,78±0,72 no período pesquisado, não havendo diferença de desempenho entre elas, a exceção foi o curso de Odontologia da Escola Bahiana de Medicina e Saúde Pública (EBMSP), que alcançou conceitos 4 e 5 em 3 exames, não consecutivos, da série. As instituições públicas apresentaram média dos conceitos de 4,05±0,83. A Universidade Federal da Bahia (UFBA) obteve média de 4,33. As IES públicas obtiveram melhor resultado em conceito do Enade em relação ao das IES particulares. A UFBA foi a IES baiana de Odontologia mais bem avaliada ao longo da série histórica considerada.
- Published
- 2022
36. Educational assessment: a view on academic production in the journal Ensaio (2009–2020)
- Author
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Maria de Lourdes Haywanon Santos Araújo, Hérica Luar da Silva Oliveira, and Ana Clara Almeida dos Santos
- Subjects
Public Education Policies ,Evaluación Educacional ,Journal Ensaio ,Avaliação Educacional ,Revista Ensaio ,Educational Assessment ,Políticas Públicas Educativas ,Políticas Públicas Educacionais ,Education - Abstract
Resumo O artigo aborda o estado da arte em Avaliação Educacional, por meio do mapeamento das publicações da revista Ensaio: Avaliação e Políticas Públicas em Educação, dando continuidade e ampliando pesquisas sobre a temática. Dos 495 artigos publicados, de 2009 a 2020, foram selecionados 133 referentes à Avaliação Educacional e classificados de acordo com o nível de Ensino, categoria temática, país de origem, região, instituição e agência de fomento a que a pesquisa e/ou autores estão vinculados. Certificou-se que a revista é substancialmente brasileira, com publicações que tratam, em sua maioria, de Aspectos Gerais da Avaliação e da Avaliação de Programas, Projetos e Políticas Públicas. Foi constatada uma queda das publicações sobre Avaliação Educacional no período pesquisado, e, proporcionalmente, ao total de publicações no periódico, especialmente após 2016, o que coincide com a redução de investimentos em Educação no país, em especial os referentes a programas e projetos para a Educação Básica e para o Ensino Superior. Abstract The article addresses the state of knowledge in Educational Assessment by mapping the publications of the journal “Ensaio: Assessment and Public Policies in Education”, continuing and expanding the research on the subject. Of the 495 articles published from 2009 to 2020, 133 were selected, referring to Educational Assessment; they were classified according to education level, thematic category, country of origin, region, institution, and funding agency to which the research/author(s) are linked. It was found that the journal is substantially Brazilian, with publications that deal mostly with General Aspects of the Assessment and Assessment of Programs, Projects, and Public Policies. There was a decrease in publications on the subject in the period and in proportion to the total number of publications in the journal, especially after 2016. This coincides with the reduction of investments in education in the country, especially those related to programs and projects for Basic Education and Higher Education. Resumen El artículo aborda el estado del arte en Evaluación Educativa, a través del mapeo de publicaciones en la revista Ensaio: Avaliação e Políticas Públicas em Educação, continuando y ampliando la investigación sobre el tema. De los 495 artículos publicados de 2009 a 2020, 133 referentes a Evaluación Educativa fueron seleccionados y clasificados según el nivel de estudios, categoría temática, país de origen, región, institución y organismo financiador al que se vinculan las investigaciones y/o autores. Se constató que la revista es sustancialmente brasileña, con publicaciones que tratan en su mayoría de Aspectos Generales de la Evaluación y de la Evaluación de Programas, Proyectos y Políticas Públicas. Hubo una caída en las publicaciones sobre la Evaluación Educativa en el período investigado y, proporcionalmente, al número total de publicaciones en la revista, especialmente después de 2016, lo que coincide con la reducción de las inversiones en Educación en el país, especialmente las referidas a programas y proyectos de Educación Básica y Superior.
- Published
- 2022
37. The Ideb algorithm and the projected goals for Brazilian Education: a statistical-mathematical analysis
- Author
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Talita Emidio Andrade Soares, Denilson Junio Marques Soares, and Wagner Santos
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Qualidade da Educação ,Análisis Estadístico ,Calidad de Educación ,Análise Estatística ,Statistical Analysis ,Evaluación Educativa ,Avaliação Educacional ,Educational Quality ,Educational Assessment ,Education - Abstract
Resumo Este artigo tem o objetivo de analisar, sob as possibilidades teóricas do paradigma indiciário, a metodologia utilizada na construção do algoritmo do Ideb e na projeção de metas a serem alcançadas em todas as esferas dos sistemas educacionais brasileiros, buscando indícios que nos levem a compreender a concepção de qualidade da Educação adotada pelo indicador. Trata-se de um estudo qualitativo que assume a pesquisa bibliográfica e a análise documental como abordagem teórico-metodológica, considerando, como fontes, as notas técnicas oficiais disponibilizadas para descrever os procedimentos estatístico-matemáticos utilizados. As análises apresentadas evidenciam o rigor matemático e o cuidado dos profissionais do MEC/Inep em diferenciar as metas bienais projetadas para cada modalidade de Ensino e setor administrativo. Em contrapartida, expõem sua fragilidade em não considerar as especificidades que constituem a realidade educacional brasileira, comprometendo a fidedignidade dos resultados evidenciados. Abstract This paper aims to analyze, under the theoretical possibilities of the indiciary paradigm, the methodology used in the construction of the Ideb algorithm and of intermediate goals for the quality of Brazilian Education, looking for evidence that will lead us to understand the concept of quality of Education assumed by the indicator. It is a qualitative study, which uses researching bibliographies and analyzing documents as a theoretical-methodological approach considering, as sources, the official technical notes made available to describe the statistical-mathematical procedures utilized in the design of the indicator. Results showed the mathematical rigor and the care taken by MEC/Inep professionals to differentiate the biennial goals projected for each teaching modality and in all administrative spheres. On the other hand, they expose some weaknesses at not considering the specificities surrounding the Brazilian educational reality, compromising the reliability of the evidenced results. Resumen Este artículo tiene como objetivo analizar, bajo las posibilidades teóricas del paradigma probatorio, la metodología utilizada en la construcción del algoritmo Ideb y en la proyección de metas a ser alcanzadas en todas las esferas de los sistemas educativos brasileños, buscando evidencias que nos lleven a comprender el concepción de la calidad en la Educación adoptada por el indicador. Se trata de una investigación cualitativa que asume como enfoque teórico-metodológico la investigación bibliográfica y el análisis documental, considerando como fuentes las notas técnicas oficiales disponibles para describir los procedimientos estadístico-matemáticos utilizados. Los análisis presentados muestran el rigor matemático y el cuidado de los profesionales del MEC/Inep en diferenciar las metas bienales diseñadas para cada modalidad de enseñanza y del sector administrativo. Por otro lado, exponen su fragilidad al no considerar las especificidades que constituyen la realidad educativa brasileña, comprometiendo la confiabilidad de los resultados evidenciados.
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- 2022
38. Cumulative assessment: Does it improve students' knowledge acquisition and retention?
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Cecilio-Fernandes, Dario, Nagtegaal, Manouk, Noordzij, Gera, and Tio, René A.
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THEORY of knowledge ,STUDENTS ,COMMUNITY college curriculum - Abstract
Copyright of Scientia Medica is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2018
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39. ANÁLISE QUALITATIVA DOS ITENS DE EDUCAÇÃO FÍSICA VIA DESCRITORES DO EXAME NACIONAL DO ENSINO MÉDIO (ENEM).
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Pontes Jr, José Airton F., Géssica Silva, Ana, Sousa, Leandro A., Martins, Raphaell M., and Almeida, Leandro S.
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Physical Education has been present on National Exam of Upper Secondary Education (ENEM) since 2009 in Languages, Codes and its Technologies area. Taking this into account, the research evaluated and classified the Physical Education items at ENEM regarding the skills of Competency 3 from the exam Reference Matrix. The valid tests from 2009 to 2015 have been analyzed, in which 19 items were identified, whereas 6, 8 and 5 items refer to skills H9, H10 and H11, respectively. Through these analysis, it can be observed that the Physical Education items at ENEM contemplate the competence and skills required in its Reference Matrix. [ABSTRACT FROM AUTHOR]
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- 2017
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40. Fatores associados ao rendimento acadêmico na formação inicial de professores
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Grasiany Sousa de Almeida, Adriana Eufrásio Braga, Leandro Araujo de Sousa, and José Airton de Freitas Pontes Junior
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Higher education ,Public policy ,Sample (statistics) ,Family income ,Educação superior ,Academic performance ,avaliação educacional ,Avaliação educacional ,Psychology ,Socioeconomic status ,Medical education ,LC8-6691 ,business.industry ,desempenho acadêmico ,Educational assessment ,educação superior ,General Medicine ,formação de professores ,Special aspects of education ,Multilevel regression ,BF1-990 ,Test (assessment) ,Teacher training ,Scholarship ,Desempenho acadêmico ,business ,Formação de professores - Abstract
[Resumo] O contexto socioeconômico e as características da Instituição de Ensino Superior podem desempenhar um papel importante no desempenho académico dos estudantes. Uma melhor compreensão destes fatores pode ajudar a focalizar e orientar as políticas públicas e a atribuição de recursos. O objetivo deste estudo era avaliar se o desempenho acadêmico de estudantes dos cursos de licenciatura em matemática está associado com o contexto socioeconômico e características da Instituição de Ensino Superior. O estudo incluiu uma amostra de 10669 estudantes concluintes dos cursos de Licenciatura em Matemática. Os dados foram a nota na prova e as variáveis do “Questionário do Estudante” do Exame Nacional de Desempenho dos Estudantes do Brasil. Foi utilizada a regressão multinível para análise dos dados. O modelo ajustado obtido da análise mostra que as variáveis renda familiar e bolsa de estudo estão fortemente associadas ao desempenho académico dos estudantes na formação inicial de professores em Matemática. Verificou-se também que outras variáveis tiveram um efeito significativo no modelo. [Abstract] Socioeconomic background and the characteristics of the Higher Education Institution characteristics can play an important role in students’ academic performance. A better understanding of these factors can help to focus and orient public policies and the allocation of resources. The aim of this study was to assess the influence of socioeconomic background and Higher Education Institution characteristics on the students’ academic performance. The study comprised a sample of 10,669 students from the last year of the Mathematics Degree. Data were the test scores and variables from the “Student Questionnaire” of the Brazilian National Student Performance Exam. The data were analyzed using multilevel regression. The fitted model obtained from the analysis shows that the variables white skin color, family income and scholarship are closely associated with the academic performance of Mathematics undergraduates. Other variables were also found to have a significant effect on the model.
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- 2021
41. Assessment Criteria Cited, Perceived, and Used by Mathematics Teachers in Primary Education
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Manuel Montanero and Maria-João Marques-Oliveira
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avaliação cega ,Pensamiento del profesorado ,elementary education ,Evaluación educativa ,Matemáticas ,mathematics ,pensamento da equipe docente ,Criterios de evaluación ,teachers’ thinking ,Educational assessment ,assessment criteria ,blinded assessment ,Educación Primaria ,Avaliação educacional ,Education ,matemática ,critérios de avaliação ,ensino básico ,Evaluación ciega - Abstract
Resumen Objetivo. El principal propósito de este trabajo es comparar los criterios de evaluación que el profesorado de la educación primaria considera más relevantes en el área de matemáticas, con la percepción que tiene su propio estudiantado, así como con la observación de los criterios que realmente utiliza en la práctica. Metodología. Para ello, entrevistamos a 30 maestros y maestras y 120 estudiantes. Además, el profesorado participó en una actividad de evaluación ciega, basada en el método de descubrimiento de criterios, que consistía en calificar una prueba con varias tareas matemáticas, que había sido previamente resuelta por un alumno o alumna, haciendo preguntas a la entrevistadora, pero sin poder ver el documento. Resultados. A partir de las trascripciones de las respuestas registradas durante las entrevistas, se realizó un análisis de contenido, para categorizar y comparar los criterios de evaluación referidos (por el personal docente), percibidos (por el alumnado) y los realmente utilizados (en la evaluación ciega). Discusión y conclusiones. Los resultados sugieren que, en general, el profesorado considera el cálculo mental, la comprensión y, sobre todo, el razonamiento matemático como los criterios más importantes. Sin embargo, la mayoría de su alumnado no tiene la misma percepción. Además, un tercio aproximadamente de los maestros y las maestras no manifiestan una conciencia suficientemente precisa de los criterios que realmente aplican en las pruebas de evaluación. Finalmente, se discuten algunas implicaciones para la mejora de las prácticas de evaluación de esta área curricular. Abstract Objective. This work mainly aims to compare the assessment criteria considered most relevant by Mathematics teachers in Elementary Education with those they actually use and the perception their students have. Method. To this effect, we interviewed 30 teachers and 120 students. Additionally, the teachers participated in a blinded assessment of one student’s exam based on the criteria discovery method. They were asked to grade a test involving several mathematical tasks which a student had previously solved. They could ask questions to the interviewer without seeing the document. Results. Based on the transcriptions of the interviews, a content analysis was conducted to categorize and compare the assessment criteria expressed (by the teachers), perceived (by the students), and those used (in the blind assessment). Discussion and conclusions. The results suggest that teachers consider mental arithmetic, comprehension, and, above all, mathematical reasoning as the most important criteria. However, most of their students do not have the same perception. Furthermore, a third of the teachers are not sufficiently aware of the assessment criteria they are, in fact, using. Finally, we discuss the influence of assessment in mathematics. Resumo Objetivo. O principal objetivo deste trabalho é comparar os critérios de avaliação que os docentes docente do Ensino Básico mais valorizam na disciplina de Matemática, com os que efetivamente utilizam na prática, e com a perceção que têm os seus próprios alunos. Metodologia. Para isso, entrevistamos 30 docentes e 120 estudantes. Os docentes participaram, ainda, numa atividade de avaliação cega de uma prova realizada por um dos seus alunos, baseada no método de descoberta de critérios, que consistia em classificar a prova com várias tarefas matemáticas, fazendo perguntas à investigadora, mas sem poder ver o documento. Resultados. A partir das transcrições das respostas registadas durante as entrevistas, realizou-se uma análise de conteúdo, para categorizar e comparar os critérios de avaliação referidos (na entrevista ao grupo docente), percecionados (na entrevista aos alunos) e os efetivamente utilizados (na avaliação cega). Discussão e conclusões. Os resultados sugerem que os docentes consideram, entre os critérios mais importantes, avaliar a compreensão e, sobretudo, o raciocínio matemático. Porém, a maioria dos seus alunos não têm a mesma perceção. Além do mais, um terço aproximadamente dos docentes não mostrou uma consciência suficientemente precisa dos critérios de avaliação que realmente aplica nas provas de avaliação. Finalmente, discutem-se algumas implicações para a melhoria das práticas de avaliação desta área curricular.
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- 2022
42. Análise fatorial multivariada aplicada na avaliação educacional das escolas estaduais de ensino fundamental do estado do Tocantins
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Lopes, Simone Mágna Menezes Carneiro and Freire, José Carlos da Silveira
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Avaliação educacional ,Ideb ,Saeb ,Análise fatorial multivariada ,Educational assessment ,Multivariate factor analysis ,CIENCIAS HUMANAS::EDUCACAO [CNPQ] - Abstract
Os dados do Sistema de Avaliação da Educação Básica do Brasil resultam de uma política pública relevante, porém dispendiosa, ao passo que são pouco utilizados pela gestão escolar como ferramenta de diagnóstico da aprendizagem. Apesar disso, se adequadamente tratados eles possibilitam extrair informações importantes para que a gestão possa intervir de forma focalizada na aplicação de recursos, e de uma maneira mais ampla, nortear políticas públicas para melhoria do processo de ensino-aprendizagem. Esta pesquisa buscou identificar fatores que influenciaram na nota do Ideb na avaliação aplicada no ano de 2017, para o 9º ano/8ª série do ensino fundamental entre escolas da rede estadual do Tocantins. Estes fatores foram identificados a partir da análise das notas do Ideb, associados aos microdados oriundos dos questionários do Saeb. Para isso foi feita uma análise comparativa do desempenho no Ideb de 2017. A referida análise teve um viés quantitativo a partir dos dados dos questionários do diretor, do professor e da escola, sendo selecionadas algumas questões destes questionários agrupando-as em algumas esferas que compõem a gestão escolar, como a participação da comunidade, a gestão escolar, a interferência externa, o apoio financeiro, o fator socioeconômico e a atuação e qualificação do corpo docente. Com isso, a partir de uma análise fatorial multivariada exploratória, pôde-se identificar dentre estes fatores, quais estão relacionados a um maior ou menor desempenho na avaliação do Ideb. A análise fatorial multivariada pautou-se tanto na extração fatorial por meio do método dos componentes principais a partir da correlação de Pearson quanto na obtida por meio da correlação tetracórica. Da análise fatorial, pôde-se destacar que os maiores índices de desempenho se correlacionaram com variáveis relacionadas à infraestrutura, como: salas de aulas em bom estado de conservação, internet de boa qualidade para alunos e professores e laboratórios de informática e de ciências; escolas que receberam apoio financeiro regularmente, tanto do estado quanto da União e escolas situadas em zona urbana também se correlacionaram positivamente com as escolas que tiverem maiores notas. Além disso, verificou-se que o índice socioeconômico de médio a alto correlacionou-se com as escolas que obtiveram maior índice de desempenho no Ideb. A formação docente situou-se na região de interseção, não sendo fator preponderante para melhoria nas notas, não se correlacionando exclusivamente com um ou outro grupo, e a maior parte das variáveis referentes a formação docente não apresentou carga fatorial significativa. Porém, pela análise das matrizes de correlação, constatou-se que a formação docente contribuiu para dirimir os problemas inerentes ao alto índice de faltas dos professores, a alta rotatividade do corpo docente e a ausência de professores para disciplinas específicas. Concluiu-se que aplicação do método irá auxiliar o gestor em compreender os índices levantados sobre sua escola, correlacionando-a com as demais e traçando uma perspectiva com pontos específicos onde se deve melhorar, lembrando que os dados devem ser trabalhados e aplicados considerando as particularidades regionais e da escola especificamente. The data from the Brazilian Basic Education Assessment System are the result of a relevant but costly public policy, while at the same time they are little used by school management as a learning diagnostic tool. However, if properly treated, they allow extracting important information so that management can intervene in a focused way in the application of resources and, more broadly, guide public policies to improve the teaching-learning process. This research sought to identify the factors that influenced the Basic Education Development Index (Ideb) score in the assessment applied in 2017, for the 9th grade/8th grade of elementary school among schools in the state network of Tocantins. These factors were identified from the analysis of the Ideb grade, associated with the microdata from the Basic Education Assessment System (Saeb) questionnaires. For this, a comparative analysis of the performance in Ideb 2017 was carried out. This analysis had a quantitative bias based on data from the principal, teacher, and school questionnaires, with some questions being selected from these questionnaires, grouping them into some spheres that make up school management, such as community participation, school management, external interference, support, the socioeconomic factor, the performance, and qualifications of the teaching staff. Thus, from an exploratory multivariate factor analysis, it was possible to identify, among these factors, which ones are related to a greater or lower performance in the Ideb evaluation. Multivariate factor analysis was based both on factor extraction using Pearson's principal components method and on the one obtained by tetrachoric correlation. From the factor analysis, it was possible to highlight that the highest performance rates were correlated with variables related to infrastructure, such as: classrooms in good condition, good quality internet for students and teachers, and computer and science laboratories; schools that received regular financial support, both from the State Government and the Federated Government, and schools located in urban areas, were also positively correlated with schools with higher scores. In addition, it was found that the medium to high socioeconomic index correlated with the schools that presented the highest performance index in the Ideb. Teacher training was in the intersection region, not being a preponderant factor for grade improvement, not being correlated exclusively with one or another group, and most of the variables referring to teacher training did not present a significant factor loading. Although, by analyzing the correlation matrices, it was found that teacher training contributed to solving the problems inherent to the high rate of teacher shortages, the high turnover of the teaching staff and the absence of teachers for specific subjects. It was concluded that the application of the method will help the manager to understand the indexes raised about his school, correlating it with the others and tracing a perspective with specific points where it must be improved, remembering that the data must be worked and applied considering the regional particularities and the school specifically.
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- 2022
43. Percepção de docentes de Odontologia sobre a avaliação da aprendizagem pelo OSCE
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Carvalho, Raquel Baroni de and Ribeiro, Mariana Carvalho Martins
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Avaliação Educacional ,Dentistry ,Educational Assessment ,Clinical Competence ,Competência Clínica ,Odontologia - Abstract
Higher education in health has, among others, the challenge of allowing students to develop knowledge, skills, and attitudes for the exercise of their profession. In this way of teaching, the assessment of learning becomes an ally, allowing the institution, teachers, and students to reflect on the result of their actions. The Objective Structured Clinical Examination (OSCE) is an instrument for assessing clinical competencies initially used in the Medicine course and since then expanded to other majors in the health sciences. The objective of this study is to report the experience of inserting the OSCE in the Dentistry course at Faculdade Pitágoras (Unidade Guarapari/ES). A workshop was held for professors in the area, covering three activities: explanatory lecture presenting the OSCE, demonstration and practical experience of planning and elaboration of the evaluation instrument, and discussion with the participants about the tool applied to their teaching reality. After four months, for institutional organization, the OSCE was implemented as a formative and summative assessment in all classes of the course, which were already inserted in the dental clinic, taking into account adaptations suggested by the teachers to meet the needs of the local reality, but preserving the model’s adherence to the assessment of estimated competencies. Experience points to the OSCE as an excellent assessment tool in Dentistry and the workshop dynamics as a tool for understanding, demonstrating that teacher training was essential to success. Finally, the group is motivated to continue adopting the OSCE as an instrument for assessing clinical competencies. A formação superior na área da saúde tem, entre outros, o desafio de permitir que o aluno desenvolva conhecimentos, habilidades e atitudes para o exercício da sua profissão. Nesse caminho de ensino, a avaliação da aprendizagem se torna uma aliada, permitindo que instituição, professores e alunos possam refletir sobre o resultado de suas ações. O Exame Clínico Objetivo Estruturado (Objective Structured Clinical Examination, OSCE) é um instrumento de avaliação de competências clínicas utilizado inicialmente no curso de Medicina e expandido desde então para os demais cursos das ciências da saúde. O objetivo deste estudo é relatar experiência de inserção do OSCE no curso de Odontologia da Faculdade Pitágoras (Unidade Guarapari/ES). Foi realizado workshop para professores da área, abordando três atividades: palestra explicativa apresentando o OSCE, demonstração e vivência prática do planejamento e elaboração do instrumento avaliativo; e discussão com os participantes sobre a ferramenta aplicada à sua realidade docente. Seguidos quatro meses, para organização institucional, o OSCE foi implementado como avaliação formativa e somativa em todas as turmas do curso, que já estavam inseridas na clínica odontológica, levando-se em consideração adaptações sugeridas pelos professores para atender às necessidades da realidade local, mas preservando a aderência do modelo em avaliar as competências estimadas. A experiência aponta o OSCE como ótimo instrumento de avaliação em Odontologia e a dinâmica do workshop como ferramenta para o entendimento, demonstrando que o treinamento de professores foi essencial para alcançar o sucesso. O grupo está motivado para continuar adotando o OSCE como instrumento de avaliação de competências clínicas.
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- 2022
44. Avaliação educacional na formação de professores: análise das editoras, periódicos e artigos
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Frossard, Matheurs Lima, Carneiro, Felipe Ferreira Barros, and Santos, Wagner dos
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Data base ,Educational assessment ,Teachers education ,Indicadores bibliométricos ,Base de dados ,State of knowledge. Bibliometric indicators ,Avaliação educacional ,Formação de professores ,Estado do conhecimento - Abstract
It aims to map and analyze the scientific production of articles on educational assessment in teacher education, indexed in the Web of Science, Scopus and Scielo databases. The study was based on bibliometric indicators and established three axes of analysis, by: publishers; periodicals; and articles. 177 articles were mapped and published by 119 journals and 76 publishers. The results highlight that 51% of the articles' production are concentrated in six commercial publishers. On the other hand, countries like Brazil, Spain, Canada and Singapore concentrate more than 50% of their production in university publishers. Among 119 journals, Bradford's Law identified a core of 7 most productive journals that are specialized in the topic. The Assessment and Evaluation in Higher Education journal was highlighted for being the most published, with 9 articles, and published the most cited study. Of the 177 articles, 20 received at least 18 citations and are considered to have the greatest impact. In addition, 64% of the 1248 citations received by all mapped articles accumulate. We point out the importance of a consolidated scientific publishing industry, which gives visibility to the cultural diversity of research and areas of knowledge, as well as the professionalization of editorial processes. At the same time, policies are still needed to fund publications and debates on the monopolization of production in a few publishers. We also point to the need for investigations on scientific production on assessment in teacher education in databases that bring together journals that are invisible in the mainstream of science, strengthening understudied regions., Objetiva mapear e analisar a produção científica de artigos sobre avaliação educacional na formação de professores, indexados nas bases de dados Web of Science, Scopus e Scielo. O estudo baseou-se em indicadores bibliométricos e estabeleceu três eixos de análise: por editoras, periódicos e artigos. Foram mapeados 177 artigos que foram veiculados por 119 periódicos e 76 editoras. Os resultados destacam que 51% da produção dos artigos concentram-se em seis editoras comerciais. Por outro lado, países como Brasil, Espanha, Canadá e Singapura concentram mais de 50% de sua produção em editoras universitárias. Das 119 revistas, identifica-se pela lei de Bradford um núcleo de sete periódicos mais produtivos que são revistas especializadas no tema. O periódico Assessment and Evaluation in Higher Education ganhou destaque por ser o que mais publicou, com nove artigos, e veicula o estudo mais citado. Dos 177 artigos, 20 receberam ao menos 18 citações e são considerados os de maior impacto. Além disso, acumulam 64% das 1.248 citações recebidas por todos os artigos mapeados. Sinalizamos a importância de uma indústria editorial científica consolidada, que dê visibilidade às diversidades culturais das pesquisas e áreas de conhecimento, assim como à profissionalização dos processos editoriais. Ao mesmo tempo, ainda são necessárias políticas de custeio das publicações e debates sobre a monopolização da produção em poucas editoras. Acenamos, ainda, para necessidade de investigar a produção científica sobre avaliação na formação de professores em bases de dados que reúnem periódicos que são invisibilizados no mainstream da ciência, fortalecendo regiões pouco estudadas.
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- 2022
45. Perfil de investigadores científicos de las regiones noreste y sureste de Brasil
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Sousa, Francisco das Chagas Araújo, Luz, Jassiara de Sousa Nascimento da, Costa, Layla Lorrana de Sousa, Sousa Neto, Francisco Aragão de, Nascimento, Tayrine Helen Marques do, Silva, Wellen Andreina dos Santos, Barreiros, Maria Hannele Morais, Silva, Ana Karla de Sousa, Silva, Luiz Henrique Carvalho, Silva, Sabrina Mendes, and Sousa, Wenderson Costa da
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Scientific production indicators ,Evaluación educativa ,Brasil ,Educação de pós-graduação ,Research ,Investigación ,Educational assessment ,Graduate education ,Educación de postgrado ,Indicadores de produção científica ,Brazil ,Pesquisa ,Avaliação educacional - Abstract
In recent decades, it has been observed that in the areas of medicine, physics, humanities, social sciences and engineering there has been a notable increase in scientific production. Research is important to foster scientific production, especially in the Northeast, a region where well-known professionals have little access to graduate programs. The aim of this study was to write the profile of Postgraduate Researchers from Public Institutions in the Northeast and Southeast regions. It is a field research of basic nature, of the documentary retrospective type with a quantitative approach to the data. Data collection lasted 4 months and was carried out directly by the researchers, through access to the CNPq Lattes platform in the Data and Statistics section. It was observed that scientific production is strongly concentrated in the southeast region of Brazil, both in master's and doctoral programs. Doctoral programs also increase the form of growth in Brazil, but it is still smaller than master's programs. The data presented show that Brazil faces several challenges with regard to the development and consolidation of its National Innovation System. Among them, they stand out as a need to encourage Research and Development activities. The research results clearly demonstrate the existence of inequalities in the quantity of scientific production in the regions. They stand out as a need to encourage Research and Development activities in the regions to reverse these inequalities. En las últimas décadas se ha observado que en las áreas de medicina, física, humanidades, ciencias sociales e ingeniería se ha producido un notable incremento de la producción científica. La investigación es importante para fomentar la producción científica, especialmente en el Nordeste, una región donde los profesionales reconocidos tienen poco acceso a los programas de posgrado. El objetivo de este estudio fue redactar el perfil de Investigadores de Posgrado de Instituciones Públicas de las regiones Noreste y Sudeste. Se trata de una investigación de campo de carácter básico, de tipo documental retrospectivo con un enfoque cuantitativo de los datos. La recogida de datos tuvo una duración de 4 meses y fue realizada directamente por los investigadores, mediante el acceso a la plataforma CNPq Lattes en el apartado de Datos y Estadísticas. Se observó que la producción científica está fuertemente concentrada en la región sureste de Brasil, tanto en programas de maestría como de doctorado. Los programas de doctorado también aumentan la forma de crecimiento en Brasil, pero aún es menor que los programas de maestría. Los datos presentados muestran que Brasil enfrenta varios desafíos en cuanto al desarrollo y consolidación de su Sistema Nacional de Innovación. Entre ellos, destacan como una necesidad de incentivar las actividades de Investigación y Desarrollo. Los resultados de la investigación demuestran claramente la existencia de desigualdades en la cantidad de producción científica en las regiones. Destacan como una necesidad de incentivar las actividades de Investigación y Desarrollo en las regiones para revertir estas desigualdades. Nas últimas décadas, foi observado que nas áreas de medicina, física, ciências humanas, sociais e engenharias houve um notável aumento na produção científica. A pesquisa é importante para o fomento da produção científica especialmente no Nordeste, região em que profissionais encontram pouco acesso à programas de pós-graduação. O objetivo desse estudo foi escrever o perfil de Pesquisadores de Pós-Graduação de Instituições Públicas nas regiões Nordeste e Sudeste. Trata-se de uma pesquisa de campo de natureza básica, do tipo longitudinal retrospectiva documental com uma abordagem quantitativa dos dados. A coleta de dados teve duração de 4 meses e foi feita diretamente pelos pesquisadores, através de acessos à plataforma Lattes do CNPq na seção de Dados e Estatísticas. Observou-se que a produção cientifica é fortemente concentrada na região sudeste do Brasil, tanto no mestrado como doutorado. Os programas de doutorado também vêm crescendo de forma significativa no Brasil, porém ainda é menor que os programas de mestrado. Os dados mostram que o Brasil enfrenta diversos desafios no tocante ao desenvolvimento e à consolidação de seu Sistema Nacional de Inovação. Dentre eles, destacam-se as necessidades de incentivo às atividades de Pesquisa e Desenvolvimento. Os resultados da pesquisa demonstram claramente a existência de desigualdades no quantitativo da produção científica nas regiões. Destacam-se as necessidades de incentivo às atividades de Pesquisa e Desenvolvimento nas regiões para reverter essas desigualdades.
- Published
- 2022
46. La Evaluación de los Egresados de Formación Profesional en México: Reflejo de la Implementación de la Política de Competitividad en la Educación Superior.
- Author
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Jiménez Moreno, José Alfonso
- Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
47. Contexto escolar e indicadores educacionais: condições desiguais para a efetivação de uma política de avaliação educacional School context and educational indicators: unequal conditions for the implementation of an education assessment policy
- Author
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Maria Teresa Gonzaga Alves and José Francisco Soares
- Subjects
Avaliação educacional ,Contexto escolar ,Ensino fundamental ,Educational assessment ,School context ,Fundamental education ,Education (General) ,L7-991 - Abstract
A introdução do Índice de Desenvolvimento da Educação Básica (Ideb) pelo governo federal representou uma mudança significativa na forma como a educação passou a ser acompanhada no Brasil. O Ideb é o indicador de qualidade desenvolvido para avaliar a educação oferecida no país e em cada unidade da federação, município e escola pública. Ele serve também para acompanhar a melhoria da qualidade educacional segundo metas preestabelecidas. Seu uso para essas finalidades tem suscitado debates sobre o tipo de política de responsabilização que o indicador engendra. Argumenta-se, neste artigo, que o Ideb coloca foco em resultados finalísticos, sem considerar as condições que propiciam a obtenção de tais resultados. O trabalho analisa a relação entre o indicador e o contexto escolar, considerando para tal o perfil de seus alunos e as características do estabelecimento de ensino. A análise empírica utiliza dados da Prova Brasil, do Censo Escolar e do próprio Ideb, por meio de modelos de regressão linear múltipla. Os resultados mostram que as escolas que atendem a alunos de menor nível socioeconômico, como esperado, têm piores resultados, mesmo com o controle de outras características. Para essas escolas, é muito mais difícil elevar o valor do indicador. Além disso, as condições de infraestrutura e de complexidade da instituição também guardam relação com o Ideb. Por fim, os resultados indicam que são necessárias políticas de superação dessas limitações e que tais condições não podem ser ignoradas na análise do Ideb.The introduction by the federal government of the Basic Education Development Index (Ideb in the Portuguese acronym for Índice de Desenvolvimento da Educação Básica) represented a significant change in the way in which education is followed in Brazil. Ideb is the quality indicator developed to evaluate the education offered in this country and by each unit of the Federation, municipality, and public school. It also allows following the improvement in the quality of education according to preestablished goals. Its use for these purposes has been fuelling debates about the kind of policy of accountability that the indicator creates. It is argued in this article that Ideb puts focus on end results, without taking into account the conditions that have contributed to obtaining such results. The work analyzes the relations between this indicator and the school context, considering the profile of the pupils and the characteristics of the teaching institution. The empirical study makes use of data from the Prova Brasil, from the School Census and from Ideb itself through models of multiple linear regression. The results show that the schools that cater for pupils of a less privileged socioeconomic background exhibit, as expected, poorer results even when controlled for other features. These schools find it much more difficult to elevate the value of the indicator. Besides, infrastructure conditions and the complexity of the institutions are also correlated with Ideb. Lastly, the results indicate that there is a need for policies to overcome these limitations and that these conditions cannot be ignored in the analysis of the Ideb.
- Published
- 2013
48. Avaliação do aprendizado discente: estudo com professores de Escolas Públicas Assessment of student learning: study with teachers of Public Schools
- Author
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Wagner Bandeira Andriola
- Subjects
avaliação educacional ,avaliação da aprendizagem ,testes de rendimento ,educational assessment ,learning assessment ,achievement tests ,Theory and practice of education ,LB5-3640 - Abstract
O texto relata os resultados de um estudo efetivado com 40 professores do Sistema Educacional do Estado do Ceará, os quais foram sondados acerca das potencialidades e dificuldades inerentes à avaliação do aprendizado dos alunos. Os resultados da pesquisa sugerem que os professores: a) usam o diálogo com os alunos e os recursos audiovisuais como duas estratégias para motivá-los para o aprendizado; b) compreendem a aprendizagem como processo cognitivo de internalizar e aplicar os conhecimentos adquiridos; c) creem que são totalmente responsáveis pelo progresso dos discentes; d) dão ênfase à participação dos alunos nas atividades de sala de aula, ao desempenho destes em provas escritas, em pesquisas escolares e em trabalhos em grupo. Alegam, no entanto, que os principais empecilhos ao aprendizado são a falta de interesse dos alunos, a indisciplina em sala de aula, bem como o distanciamento da família da escola. De posse dos resultados das avaliações da aprendizagem, os professores geralmente revisam os conteúdos nos quais houve baixo nível de rendimento dos discentes, bem como tendem a refletir acerca dos erros mais cometidos pelos discentes. Com base nessas informações, alguns professores alegam modificar as estratégias de ensino, bem como usar estratégias pedagógicas mais variadas.This paper reports the results of a study with 40 teachers from the Educational System from the State of Ceará, which were probed on the potentialities and difficulties inherent in assessing student learning. The survey results suggest that teachers: a) use the dialogue with students and audiovisual resources as two strategies to motivate them for learning; b) understand the cognitive process of learning and how to internalize and apply the acquired knowledge, c) believe they are fully responsible for the progress of students; d) give emphasis to the students' participation in the classroom activities as well as to their performance in a written exam, in school research and in group works. They argue, however, that the main obstacles to their learning are lack of students' interest, lack of discipline in the classroom and the distance between the family and the school. With the results of learning assessment, teachers often review the contents of which students had low performance, and they tend to reflect more about the errors committed by students. Based on this information some teachers claim to modify teaching strategies and use more varied teaching strategies.
- Published
- 2012
- Full Text
- View/download PDF
49. O papel dos organismos internacionais na reforma gerencial da educação brasileira: os sistemas de avaliação educacional em larga escala como instrumentos da pedagogia política do capital
- Author
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Thiago de Jesus Esteves and José dos Santos Souza
- Subjects
lcsh:LC8-6691 ,Civil society ,lcsh:Special aspects of education ,Restructuring ,media_common.quotation_subject ,Welfare economics ,Reforma gerencial ,General Medicine ,computer.software_genre ,Conformity ,Avaliação educacional ,lcsh:Education (General) ,Human development (humanity) ,Social life ,Politics ,Organismos internacionais ,Political science ,Educational assessment ,Bourgeoisie ,lcsh:L7-991 ,computer ,media_common - Abstract
Há três décadas o capital está mergulhado em uma crise orgânica que tem condicionado a manutenção de suas bases de acumulação, o que levou a um processo de recomposição burguesa, a fim de reestruturar o trabalho e a produção, bem como reconfigurar a relação entre o Estado e a sociedade civil. Tal processo, atinge todas as esferas da vida social, inclusive as políticas de formação humana, que assumem caráter estratégico, tanto para formação de trabalhadores de novo tipo, quanto para conformação ética e moral da sociedade civil. Neste contexto, percebe-se que os organismos internacionais, notadamente a UNESCO, o Grupo Banco Mundial e a OCDE passaram por transformações significativas, assumindo novo papel no planejamento e formulação das políticas educacionais dos seus Estados-membros, de modo a criar um consenso em torno de uma pedagogia política do capital, para a qual os sistemas de avaliação educacional em larga escala são um elementos estratégico.
- Published
- 2020
50. Global and fine motor function, visual-motor perception in 1st and 2nd grade students of elementary school I in times of pandemic: relational and regression study
- Author
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Maciel, Milena Sansone Duarte, Universidade Estadual Paulista (Unesp), and Germano, Giseli Donadon [UNESP]
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Percepção visual ,Visual perception ,Educational assessment ,Motor skill ,Destreza motora ,Avaliação educacional - Abstract
Submitted by Milena Sansone Duarte Maciel (milena.maciel@unesp.br) on 2022-03-07T12:50:31Z No. of bitstreams: 1 Dissertação final Milena Sansone Duarte Maciel.pdf: 835854 bytes, checksum: d2ac6b1a6faab013460077d45a01374a (MD5) Rejected by Satie Tagara (satie@marilia.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: - A CAPES (Portaria nº 206, de 4 set. 2018) pede que os trabalhos financiados por ela façam referência ao apoio recebido (por exemplo, na página dos Agradecimentos) com a inserção desta frase: "O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001”. - A ficha catalográfica é colocada após a folha de rosto (na versão impressa ela fica no verso dela) e antes da Folha de Aprovação. A ficha catalográfica gerada pelo aplicativo da Biblioteca em arquivo PDF pode ser inserida em seu trabalho de várias formas, como por exemplo: - usando a ferramenta de captura do Windows (recortar e depois colar na página de seu trabalho). - No final da Folha de Aprovação precisa informar, além da cidade e ano, o dia e mês efetivos da defesa, conforme modelo da folha de aprovação em: https://www.marilia.unesp.br/#!/biblioteca/normalizacao-de-trabalhos-academicos/tutoriais-de-formatacao/ Opção: Template de TCC Ou em: https://www.marilia.unesp.br/Home/Biblioteca/slides-abnt-2021-apresentacao-14724-1.pdf Slide 10 * Qualquer dúvida, enviar e-mail para bibl-aquisicao.marilia@unesp.br Agradecemos a compreensão. on 2022-03-07T14:19:40Z (GMT) Submitted by Milena Sansone Duarte Maciel (milena.maciel@unesp.br) on 2022-03-07T14:37:56Z No. of bitstreams: 1 At_Dissertação final Milena Sansone Duarte Maciel.pdf: 835859 bytes, checksum: 40badc1977a50d38b8ab890e1576abc7 (MD5) Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2022-03-07T23:14:33Z (GMT) No. of bitstreams: 1 maciel_msd_me_mar.pdf: 835859 bytes, checksum: 40badc1977a50d38b8ab890e1576abc7 (MD5) Made available in DSpace on 2022-03-07T23:14:33Z (GMT). No. of bitstreams: 1 maciel_msd_me_mar.pdf: 835859 bytes, checksum: 40badc1977a50d38b8ab890e1576abc7 (MD5) Previous issue date: 2022-01-28 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Objetivo: Este estudo teve o objetivo de caracterizar, relacionar e estabelecer as habilidades preditoras de funções motoras globais e finas e percepto-visomotoras de escolares do 1º e 2º ano do Ensino Fundamental I, em tempos de pandemia. Método: Participaram 20 escolares com queixas de dificuldades de aprendizagem, do 1° e 2° ano do Ensino Fundamental I, que frequentam o ensino público da cidade de MaríliaSP. Os procedimentos seguiram as recomendações da Organização Mundial da Saúde em relação à pandemia. Foram utilizados como procedimentos: a Avaliação motora Bruininks–Oseretsky (BOT-2); e o Teste de Desenvolvimento da Percepção Visual DTVP-III. Resultados: Os resultados foram analisados estatisticamente. Em relação às classificações, a maioria dos escolares do GI e GII teve desempenho Muito Pobre, Pobre a Abaixo da média quanto às classificações referentes à percepção visual e integração visual motora do DTVP-III. Para o BOT-2, a maioria dos escolares do GI e GII teve desempenho Abaixo da Média para Precisão Motora Fina e Controle Manual Fino. Houve diferença significante entre os grupos para Idade Cronológica e Coordenação de Membros Superiores; relação forte e direta entre a habilidade de Precisão Motora Fina e Controle Manual Fino e Integração Visual Motora (BOT2); e relação positiva e moderada entre o Controle Manual Fino e a Precisão Motora Fina. Quanto à Regressão, observou-se que a idade cronológica e o equilíbrio predisseram 98,7% da classificação de Precisão Motora Fina; a coordenação de membros superiores e cópia predisseram 91% da Integração Visual Motora; o fechamento visual, a coordenação bilateral, o equilíbrio e a integração visomotora (BOT) predisseram 96,7% da classificação de Coordenação Olho Mão; o fechamento visual, a coordenação bilateral, o equilíbrio e a precisão motora fina predisseram 85,80% para a classificação de Figura-Fundo; a integração visomotora e a precisão motora fina predisseram 93,50% para a classificação de Integração Visual Motora (DTVP-III). Conclusão: Conclui-se que os escolares com dificuldades de aprendizagem apresentaram desempenho abaixo do esperado para a Coordenação de Membros Superiores, Precisão Motora Fina e para as habilidades de Fechamento Visual e de Integração Visomotora; que as habilidades de Precisão Motora Fina, Controle Manual Fino e de Integração Visomotora se relacionaram positivamente; que a idade cronológica foi um fator preditivo para a Precisão Motora Fina; e que o Equilíbrio e a Coordenação Bilateral impactaram as classificações de Figura–Fundo, Fechamento Visual e de Integração Visomotora, Cópia e de Coordenação Olho-Mão. Os escolares tiveram dificuldades na função motora fina (Precisão Motora Fina) e de percepção visual (Fechamento Visual), consequência da falta de oportunidade de experiências motoras, agravadas pela falta de vivência escolar em tempos de pandemia. Objective: This study aimed to characterize, relate and establish the predictive skills of global and fine motor functions and perceptual-motor functions of students in the 1st and 2nd year of Elementary School I, in times of a pandemic. Method: 20 students with complaints of learning difficulties participated, from the 1st and 2nd year of Elementary School I, who attend public schools in the city of Marília-SP. The procedures followed the recommendations of the World Health Organization regarding the pandemic. The following procedures were used: the Bruininks–Oseretsky Motor Assessment (BOT-2); and the DTVP-III Visual Perception Development Test. Results: The results were statistically analyzed. Regarding the classifications, most students from GI and GII had a Very Poor, Poor to Below average performance regarding the classifications referring to visual perception and visual motor integration of the DTVPIII. For the BOT-2, most students in GI and GII performed Below Average for Fine Motor Precision and Fine Manual Control. There was a significant difference between the groups for Chronological Age and Coordination of Upper Limbs; strong and direct relationship between the skill of Fine Motor Precision and Fine Manual Control and Visual Motor Integration (BOT2); and positive and moderate relationship between Fine Manual Control and Fine Motor Precision. As for Regression, it was observed that chronological age and balance predicted 98.7% of the Fine Motor Precision classification; upper limb coordination and copying predicted 91% of Visual Motor Integration; visual closure, bilateral coordination, balance and visomotor integration (BOT) predicted 96.7% of the Eye-Hand Coordination rating; visual closure, bilateral coordination, balance and fine motor precision predicted 85.80% for the FigureBackground classification; Visual Motor Integration and Fine Motor Precision predicted 93.50% for Visual Motor Integration (DTVP-III) classification. Conclusion: It is concluded that the students with learning difficulties presented performance below the expected for the Coordination of Upper Limbs, Fine Motor Precision and for the Visual Closure and Visomotor Integration skills; That the Fine Motor Precision, Fine Manual Control and Visomotor Integration skills were positively related; That chronological age was a predictive factor for Fine Motor Precision; and that the Balance and Bilateral Coordination impacted the classifications of Figure-Background, Visual Closure and Visomotor Integration, Copying and Eye-Hand Coordination. Schoolchildren had difficulties in fine motor function (Fine Motor Precision) and visual perception (Visual Closure), a consequence of the lack of opportunity for motor experiences, aggravated by the lack of school experience in times of a pandemic. CAPES: 001
- Published
- 2022
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