Um estudo meta-avaliativo da Avaliação da Docência

Abstract

The purpose of this research is to carry out a meta-evaluative study of the Teaching Assessment in PUC-SP. The specific goals are to study this evaluation, considering its usefulness for the work of the institution's managers and teachers; identify the most evaluated and least favorable assessment points, analyzing the procedures and execution of the evaluation process. The PUC-SP Teaching Assessment is an evaluation project based on institutional self-assessment. It is an assessment of a formative nature, aimed at improving the pedagogical teaching practice and courses. Applied semesterly to professors and undergraduate students, it is constituted by information regarding the evaluation of the teaching performance and the teaching conditions of the Institution. In order to achieve the intended goals, managers of a PUC-SP undergraduate course were consulted. The research data were obtained through a questionnaire elaborated based on the characteristics of the Teaching Assessment and guidelines of the Joint Committee on Standars for Educational Evaluation, which aimed to improve program evaluations, grouped 30 evaluative guidelines in four categories of excellence: usefulness, viability, ethics and precision. Although the four categories idealized by the Committee are relevant for meta-evaluation activities, this research was developed based on the guidelines contained in the standards "comprehensiveness and selection of information; clarity of reports and evaluation impact" of the "utility" category. The main authors that support this study are Worthen, Sanders and Fitzpatrick (2004), Santos Guerra (2007), Dias Sobrinho (2008, 2003, 2001 and 2000), Ristoff (2000), Ristoff, Dias Sobrinho and Balzan, Ristoff and Dias Sobrinho (2000). As a result of this research it was observed that the managers of the undergraduate course recognize the usefulness of the Teaching Assessment for the pedagogical work and its benefit to the University, however, they pointed out that the low percentage of participation of the teachers and students interferes in the use of the assessment data. The research also made it possible to perceive the lack of awareness actions that contribute to the understanding of the objectives of the evaluation by students and teachers as well as the support for the use of evaluation results