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 |
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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 |
| _version_ | 1782338715107983360 |
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| author | Calderon, Adolfo-Ignacio Rosado, Carmen Barrera França, Carlos Marshal Wandercil, Marco |
| author_facet | Calderon, Adolfo-Ignacio Rosado, Carmen Barrera França, Carlos Marshal Wandercil, Marco |
| author_sort | Calderon, Adolfo-Ignacio |
| collection | Repositorio |
| description | 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 |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO68985 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2018 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO689852022-03-21T16:36:37Z Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences Evaluación docente : concepciones, usos y tipos a partir de experiencias de universidades de México y Brasil Avaliação docente: concepções, usos e tipos a partir de experiências de universidades do México e Brasil Calderon, Adolfo-Ignacio Rosado, Carmen Barrera França, Carlos Marshal Wandercil, Marco Teaching evaluation Institutional evaluation Higher education University governance Avaliação docente Avaliação institucional Educação superior Administração universitária Evaluación docente Evaluación institucional. Educación superior Administración universitaria 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 Aborda, dentro del campo de la educación comparada, los procesos e instrumentos de evaluación docente adoptados en universidades de México y Brasil, con el objetivo de identificar y analizar, concepciones, usos y tipos de evaluación docente predominantes en el ámbito de la gestión universitaria. Se tomaron como objeto de estudio una universidad pública, la Universidad Autónoma de Yucatán (UADY), México, y una universidad privada sin fines lucrativos, la Pontificia Universidad Católica de Campiñas (PUC-Campiñas), Brasil. En términos metodológicos se trata de un estudio comparativo, descriptivo, analítico-interpretativo que pretende alcanzar los objetivos trazados tomando comoreferencia analítica tres categorías referenciales: (1) inicios y objetivos de la evaluación docente, (2) administración y usos de la evaluación docente, (3) procedimientos e instrumentos de la evaluación docente. En lo que se refiere a los datos sobre laPUC-Campiñas ueron utilizados esencialmente datos secundarios por medio del análisis de documentos producidos por técnicos de esa universidad. En lo que se refiere a los datos de la UADY, aparte del análisis documental, fue aplicado un cuestionario a 15 encargados de operar los programas de evaluación docente en las facultades de esa universidad. Los resultados revelan la existencia de concepciones y tipologías fundamentadas en diferentes matrices teóricas de evaluación, la sumativa (high stake) y la formativa (low stake), que amplían la comprensión a respecto de la práctica de la evaluación docente y sus posibilidades, enfatizando algunas tendencias acerca de los usos de los resultados, tanto para gestión institucional, como para atender a los sistemas nacionales de evaluación O artigo aborda, dentro do campo da educação comparada, os processos e instrumentos de avaliação docente adotados em universidades do México e Brasil, com o objetivo de identificar e analisar, conceitos, usos e tipos de avaliação docente predominantes na área de gestão universitária. Tomou-se como objeto de estudo uma universidade pública, a Universidade Autônoma de Yucatán (UADY), México, e uma universidade privada sem fins lucrativos, a Pontifícia Universidade Católica de Campinas (PUC-Campinas), Brasil. Em termos metodológicos trata-se de um estudo comparativo, descritivo, analítico-interpretativo que pretende alcançar os objetivos traçados tomando como referência analítica, três categorias referenciais: (1) inícios e objetivos da avaliação docente, (2) administração e usos da avaliação docente, (3) procedimentos e instrumentos de avaliação docente. No que diz respeito aos dados sobre a PUC-Campinas foram utilizados essencialmente dados secundários por meio de análise de documentos produzidos por técnicos da universidade. No que diz respeito aos dados da UADY, a partir da análise documental, foi aplicado um questionário a 15 encarregados de operar os programas de avaliação docente nas faculdades dessa universidade. Os resultados revelam a existência de concepções e tipologias fundamentadas em diferentes matrizes teóricas de avaliação, a somativa (alta participação)e a formativa (baixa participação), que ampliam a compreensão no que diz respeito à prática de avaliação e suas possibilidades, enfatizando tendências sobre os usos dos resultados, tanto para gestão institucional, como para atender aos sistemas nacionais de avaliação. 2018-02-08 2022-03-21T16:36:37Z 2022-03-21T16:36:37Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8651330 10.20396/riesup.v4i2.8651330 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/68985 por eng https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8651330/17610 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8651330/17958 Copyright (c) 2018 Adolfo-Ignacio Calderon, Carmen Barrera Rosado, Carlos Marshal França, Marco Wandercil https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 4 No. 2 (2018): maio/ago.: Politicas de Educação Superior na América Latina; 248-277 Revista Internacional de Educação Superior; Vol. 4 Núm. 2 (2018): maio/ago.: Politicas de Educação Superior na América Latina; 248-277 Revista Internacional de Educação Superior; v. 4 n. 2 (2018): maio/ago.: Politicas de Educação Superior na América Latina; 248-277 2446-9424 |
| spellingShingle | Teaching evaluation Institutional evaluation Higher education University governance Avaliação docente Avaliação institucional Educação superior Administração universitária Evaluación docente Evaluación institucional. Educación superior Administración universitaria Calderon, Adolfo-Ignacio Rosado, Carmen Barrera França, Carlos Marshal Wandercil, Marco Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| title | Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| title_full | Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| title_fullStr | Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| title_full_unstemmed | Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| title_short | Teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| title_sort | teaching evaluation: conceptions, uses and types since mexican and brazilian universities experiences |
| topic | Teaching evaluation Institutional evaluation Higher education University governance Avaliação docente Avaliação institucional Educação superior Administração universitária Evaluación docente Evaluación institucional. Educación superior Administración universitaria |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8651330 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/68985 |