Biblioteca Digital de VanguardiaTeaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences
This article discusses, in the field of comparative education, teaching evaluation processes and instruments adopted in Mexican and Brazilian universities, with the objective of identifying and analyzing concepts, uses and types of prevailing teaching evaluation in the field of university governance...
| Autores principales: | , , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
| Publicado: |
Universidade Estadual de Campinas
2018
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8651330 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/68985 |
| Sumario: | This article discusses, in the field of comparative education, teaching evaluation processes and instruments adopted in Mexican and Brazilian universities, with the objective of identifying and analyzing concepts, uses and types of prevailing teaching evaluation in the field of university governance. A public university, the Mexican Universidad Autónoma de Yucatán (UADY), and a Brazilian private not-for-profit university, the Pontifical Catholic University of Campinas (PUC-Campinas) were studied. In methodological terms, it is a comparative, descriptive, analytic-interpretative study that aims at achieving the established objectives based on three categories of analytical reference: (1) beginnings and objectives of teaching evaluation, (2) management and use of teaching evaluation (3) teaching evaluation procedures and instruments. About analysis on PUC-Campinas, secondary data were essentially sed through the analysis of documents produced by technicians from that university. As for UADY data, in addition to the documentary analysis, a questionnaire was applied to 15 people in charge of operating the teaching evaluation programs in the university's colleges. The results reveal the existence of conceptions and typologies based on different theoretical evaluation matrices, the sum (high stake) and the formative (low stake), that broaden the understanding about the practice of teaching evaluation and its possibilities, emphasizing some tendencies about the results use, both for institutional (internal) management and for addressing national (external) evaluation systems |
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