Quality of teaching in higher education: meanings on the evaluation process

• Autor(a) principal: Oliveira, Cynthia Bisinoto
• Data de Publicação: 2017
• Outros Autores: Almeida, Leandro S.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/4370
• topic: Educação Superior; Avaliação da Educação; Inquéritos Pedagógicos; Qualidade do Ensino.; Educação Superior; Educación Superior; Evaluación de La Educación; Investigaciones Pedagógicas; Calidad de la Enseñanza.; Higher Education; Teaching Evaluation; Pedagogic Inquiry; Teaching Quality.

Teaching evaluation is widely used in higher education under the argument of ensuring and improving the quality of student experience; however, it is embedded in a series of tensions and conflicts. With the objective of understanding the meanings attributed to teaching evaluation, students and professors of a public university were interviewed. In addition, the Manual of the Quality of the university for framing such interviews was analyzed. Students and professors are in favor of teaching evaluation, but they emphasize the lack of publicity given to the results, and the weak practical use of the feedback collected. Professors require institutional support. The university has a complex system of quality centered around the collection of information, lacking both support measures and the promotion of teaching. The effective application of student-centered learning, and the ability to gather evidence to demonstrate it using teaching-learning practices, are identified as the challenges.