Assessing vocational training: conceptual elements for a methodological approach

• Autor(a) principal: Pontes Junior, José Airton de Freitas
• Data de Publicação: 2022
• Outros Autores: Medeiros Filho, Antonio Evanildo Cardoso de, Sousa, Leandro Araujo de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Conhecer (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/revistaconhecer/article/view/8619
• topic: avaliação educacional; produtos de avaliação; formação inicial e continuada; gestão e políticas educacionais; educational assessment; assessment products; initial and continuing training; educational management and policy; evaluación educativa; productos de evaluación; formación inicial y continua; gestión y políticas educativas; évaluation éducative; produits d’évaluation; formation initiale et continue; gestion et politiques éducatives

How could we know if initial and/or continuing training had good results in a given group? How can educational assessment determine the training quality level? This research study highlights the assessment fields as initial training, related to primary knowledge for professional practice, and continuing training, related to formal improvement and/or updating needs, as a ​​research and product development area that enables decision makers in a context of teaching, management, and educational public policy to gather consistent empirical elements in order to choose the paths and undertake the efforts. Also, this study reports some of the work advising experiences in which we sought to systematize the methodological approach in four research stages: definition of the assessment object, literature review, data analysis, and proposition of the assessment product. We hope that this article provides some guidance on how to assess training in various contexts.