School institutional assessment: concepts, contexts, and practice

Detalhes bibliográficos
Autor(a) principal: Brandalise, Mary Ângela Teixeira
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20994
Resumo: The relevance of assessment processes to meet educational goals and school aims as well as the acknowledgment of the interdependence of the multiple objects of analysis of educational assessment and of their micro, meso, macro and mega sociological structure levels to the implementation of the assessment process in schools are the purposes of the investigation discussed in this article. The qualitative exploratory/document research included a document analysis of books and publications related to educational assessment and school institutional assessment from a sociological perspective paying special attention to school self-assessment. The article is divided into three parts: contemporary educational assessment, school institutional assessment, and school self-assessment and institutional development. Some of the theoretical frameworks about institutional assessment and the possibilities of its implementation in schools are discussed.
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spelling School institutional assessment: concepts, contexts, and practiceInstitutional assessment.School Self-assessment.Institutional development.Institutional assessmentEvaluación institucional.Autoevaluación escolar.Desarrollo institucional.Evaluación institucional.Avaliação institucional.Autoavaliação de escolas.Desenvolvimento institucional.Avaliação institucional.The relevance of assessment processes to meet educational goals and school aims as well as the acknowledgment of the interdependence of the multiple objects of analysis of educational assessment and of their micro, meso, macro and mega sociological structure levels to the implementation of the assessment process in schools are the purposes of the investigation discussed in this article. The qualitative exploratory/document research included a document analysis of books and publications related to educational assessment and school institutional assessment from a sociological perspective paying special attention to school self-assessment. The article is divided into three parts: contemporary educational assessment, school institutional assessment, and school self-assessment and institutional development. Some of the theoretical frameworks about institutional assessment and the possibilities of its implementation in schools are discussed.: La relevancia de los procesos evaluativos para la concretización de los fines educacionales, la escuela y el reconocimiento de la interdependencia de los múltiples objetos de análisis de la evaluación educación e de sus niveles de estructura – micro, meso, macro y megasociológico – para la efectuación de un proceso evaluativo escolar son los propósitos de la investigación presentada en este texto. La pesquisa del tipo cualitativo, exploratoria/bibliográfica, adoptó el procedimiento de análisis documental de libros y publicaciones relacionados a la evaluación educacional y a la evaluación de instituciones escolares, en una perspectiva sociológica, con énfasis en la autoevaluación escolar. El artículo se estructura en tres partes: evaluación educacional en la contemporaneidad, evaluación institucional de la escuela, y autoevaluación escolar y desarrollo institucional. En ellas, se discuten algunas contribuciones y subsidios teóricos sobre la evaluación institucional y las posibilidades de implementarla en la escuela.A relevância dos processos avaliativos para a concretização dos fins educacionais e da escola e o reconhecimento da interdependência dos múltiplos objetos de análise da avaliação educacional e dos seus níveis de estrutura – micro, meso, macro e megassociológicos – para a efetivação de um processo avaliativo na escola são os propósitos da investigação apresentada neste texto. A pesquisa de cunho qualitativo, exploratória/bibliográfica, teve como procedimento a análise documental de livros e publicações relacionados à avaliação educacional e à avaliação de instituições escolares, numa perspectiva sociológica, com ênfase na autoavaliação da escola. O artigo está estruturado em três partes: avaliação educacional na contemporaneidade, avaliação institucional da escola, e autoavaliação da escola e desenvolvimento institucional. Nelas são discutidos alguns aportes e subsídios teóricos sobre a avaliação institucional e as possibilidades de operacionalizá-la na escola.Editora UEPG2022-09-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/2099410.5212/OlharProfr.v.25.20994.042Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-19Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-19Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-19Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-19Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-191984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/20994/209209216968PDF TextTexto PDFTexto PDFCopyright (c) 2022 Dr.ª Mary Ângela Teixeira Brandalisehttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessBrandalise, Mary Ângela Teixeira 2023-03-08T01:37:19Zoai:uepg.br:article/20994Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv School institutional assessment: concepts, contexts, and practice
title School institutional assessment: concepts, contexts, and practice
spellingShingle School institutional assessment: concepts, contexts, and practice
Brandalise, Mary Ângela Teixeira
Institutional assessment.
School Self-assessment.
Institutional development.
Institutional assessment
Evaluación institucional.
Autoevaluación escolar.
Desarrollo institucional.
Evaluación institucional.
Avaliação institucional.
Autoavaliação de escolas.
Desenvolvimento institucional.
Avaliação institucional.
title_short School institutional assessment: concepts, contexts, and practice
title_full School institutional assessment: concepts, contexts, and practice
title_fullStr School institutional assessment: concepts, contexts, and practice
title_full_unstemmed School institutional assessment: concepts, contexts, and practice
title_sort School institutional assessment: concepts, contexts, and practice
author Brandalise, Mary Ângela Teixeira
author_facet Brandalise, Mary Ângela Teixeira
author_role author
dc.contributor.author.fl_str_mv Brandalise, Mary Ângela Teixeira
dc.subject.por.fl_str_mv Institutional assessment.
School Self-assessment.
Institutional development.
Institutional assessment
Evaluación institucional.
Autoevaluación escolar.
Desarrollo institucional.
Evaluación institucional.
Avaliação institucional.
Autoavaliação de escolas.
Desenvolvimento institucional.
Avaliação institucional.
topic Institutional assessment.
School Self-assessment.
Institutional development.
Institutional assessment
Evaluación institucional.
Autoevaluación escolar.
Desarrollo institucional.
Evaluación institucional.
Avaliação institucional.
Autoavaliação de escolas.
Desenvolvimento institucional.
Avaliação institucional.
description The relevance of assessment processes to meet educational goals and school aims as well as the acknowledgment of the interdependence of the multiple objects of analysis of educational assessment and of their micro, meso, macro and mega sociological structure levels to the implementation of the assessment process in schools are the purposes of the investigation discussed in this article. The qualitative exploratory/document research included a document analysis of books and publications related to educational assessment and school institutional assessment from a sociological perspective paying special attention to school self-assessment. The article is divided into three parts: contemporary educational assessment, school institutional assessment, and school self-assessment and institutional development. Some of the theoretical frameworks about institutional assessment and the possibilities of its implementation in schools are discussed.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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Texto PDF
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20994
10.5212/OlharProfr.v.25.20994.042
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20994
identifier_str_mv 10.5212/OlharProfr.v.25.20994.042
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20994/209209216968
dc.rights.driver.fl_str_mv Copyright (c) 2022 Dr.ª Mary Ângela Teixeira Brandalise
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Dr.ª Mary Ângela Teixeira Brandalise
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
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dc.coverage.none.fl_str_mv PDF Text
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Texto PDF
dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-19
Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-19
Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-19
Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-19
Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-19
1984-0187
1518-5648
reponame:Olhar de Professor (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Olhar de Professor (Online)
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repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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