A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?

Detalhes bibliográficos
Autor(a) principal: Silva, Josué José da
Data de Publicação: 2015
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UNIGRANRIO
Texto Completo: http://localhost:8080/tede/handle/tede/47
Resumo: The Brazilian private Higher Education had been receiving various government incentives. This fact favored this sector and resulted in a consistent consolidation movement. At the same time, the Government had been more effective to monitor Higher Education Institutions by creating new performance standards and evaluating its results. In this scenario, assessment methods used by professors were in focus, so it naturally refers to their assessment processes. On the other hand, professors prepare students to standardized assessments that evaluated their home institutions and which are formulated by INEP (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira), the institute that evaluate the level of the Brazilian Higher Education institutions. Thus, the objective of this study is to verify whether the Higher Education professors from Brazilian Management courses use, and if they do, with which frequency, the Cognitive Domain from the Taxonomy of Educational Objectives in their assessment instruments in order to measure whether these very objectives were reached by the teaching/learning process. The theoretical framework of this study was based on Bloom et al (1972) and other authors who contributed to the elaboration of the research instrument which allowed us collecting useful data to analyze (i) the profile of the professors; (ii) the assessment tools and (iii) the adherence of these instruments to the Taxonomy. The used methodology, that is, the exploratory search, allowed the introduction of a specific instrument to collect primary data directly from professors. Moreover, the Statistical analysis confirmed a strong relation between the constructs, corroborating the findings from the theory of Bloom et al (1972), which show that the categories are inseparable from each other. We conclude that professors use the categories expected by the Taxonomie in a greater or lesser extent according to the IES (Higher Education Institution) for which they work; to which type of regime they work under; and to the concentration area in which they teach classes. This variation, nonetheless, does not show a significant preference for the use of a category over the use of another.
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spelling Nicolini, Alexandre MendesNicolini, Alexandre MendesFreitas, Angilberto Sabino deFerreira, Luís Fernando FilardiSilva, Josué José da2016-09-15T19:10:04Z2015-05-04Silva, Josué José da. A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?. 2015. 125 f.. Dissertação (Mestrado em Administração) - Universidade do Grande Rio "Prof. José de Souza Herdy", Rio de Janeiro .http://localhost:8080/tede/handle/tede/47The Brazilian private Higher Education had been receiving various government incentives. This fact favored this sector and resulted in a consistent consolidation movement. At the same time, the Government had been more effective to monitor Higher Education Institutions by creating new performance standards and evaluating its results. In this scenario, assessment methods used by professors were in focus, so it naturally refers to their assessment processes. On the other hand, professors prepare students to standardized assessments that evaluated their home institutions and which are formulated by INEP (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira), the institute that evaluate the level of the Brazilian Higher Education institutions. Thus, the objective of this study is to verify whether the Higher Education professors from Brazilian Management courses use, and if they do, with which frequency, the Cognitive Domain from the Taxonomy of Educational Objectives in their assessment instruments in order to measure whether these very objectives were reached by the teaching/learning process. The theoretical framework of this study was based on Bloom et al (1972) and other authors who contributed to the elaboration of the research instrument which allowed us collecting useful data to analyze (i) the profile of the professors; (ii) the assessment tools and (iii) the adherence of these instruments to the Taxonomy. The used methodology, that is, the exploratory search, allowed the introduction of a specific instrument to collect primary data directly from professors. Moreover, the Statistical analysis confirmed a strong relation between the constructs, corroborating the findings from the theory of Bloom et al (1972), which show that the categories are inseparable from each other. We conclude that professors use the categories expected by the Taxonomie in a greater or lesser extent according to the IES (Higher Education Institution) for which they work; to which type of regime they work under; and to the concentration area in which they teach classes. This variation, nonetheless, does not show a significant preference for the use of a category over the use of another.O cenário brasileiro de educação privada de nível superior tem contado com diversos incentivos governamentais para financiamento estudantil, o que favoreceu esta indústria e resultou em um movimento consistente de consolidação. Paralelamente, o Estado tem sido mais efetivo no acompanhamento das Instituições de Ensino Superior, criando normas de atuação e avaliando seus resultados. Esta conjuntura torna a Avaliação um tema instigante e remete aos processos de avaliação utilizados pelos docentes, que irão preparar seus estudantes para as provas de avaliação padronizadas do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), pelas quais serão avaliadas suas instituições de origem. Assim, este estudo teve como objetivo verificar se os professores dos cursos de graduação em Administração utilizam, e com que frequência, o Domínio Cognitivo da Taxonomia de Objetivos Educacionais nos seus instrumentos de avaliação para mensurar se tais objetivos foram alcançados por meio do processo de ensino e aprendizagem. O referencial teórico desta dissertação foi alicerçado em Bloom et al. (1972) e outros autores, que contribuíram para a elaboração do instrumento de pesquisa que nos proporcionou subsídios para apreciarmos (i) o perfil dos docentes; (ii) os instrumentos de avaliação; e a (iii) aderência desses instrumentos à Taxonomia. A metodologia adotada, de pesquisa exploratória, possibilitou a introdução de instrumento específico para o levantamento de dados primários junto aos professores, e o tratamento estatístico confirmou forte relação entre os construtos, corroborando os achados da teoria de Bloom et al. (1972), que mostram que as categorias são indissociáveis umas das outras. Conclui-se que os docentes utilizam as categorias previstas pela Taxonomia em maior ou menor grau, variando em função da instituição de ensino superior (IES) em que atuam; do tipo de regime de trabalho a que estão submetidos; e da área de concentração em que ministram aulas. Essa variação, no entanto, não denota significativa preferência pela utilização de uma categoria em detrimento de outra.Submitted by Janser dos Santos Nascimento (janser.nascimento@unigranrio.com.br) on 2016-09-15T19:10:04Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Josue Jose da Silva.pdf: 1218964 bytes, checksum: 91fd7e69543302a80b91afc45f47a1c7 (MD5)Made available in DSpace on 2016-09-15T19:10:04Z (GMT). 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dc.title.por.fl_str_mv A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
title A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
spellingShingle A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
Silva, Josué José da
Administração
Avaliação educacional
Ensino superior
ADMINISTRAÇÃO
title_short A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
title_full A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
title_fullStr A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
title_full_unstemmed A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
title_sort A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?
author Silva, Josué José da
author_facet Silva, Josué José da
author_role author
dc.contributor.advisor1.fl_str_mv Nicolini, Alexandre Mendes
dc.contributor.referee1.fl_str_mv Nicolini, Alexandre Mendes
dc.contributor.referee2.fl_str_mv Freitas, Angilberto Sabino de
dc.contributor.referee3.fl_str_mv Ferreira, Luís Fernando Filardi
dc.contributor.author.fl_str_mv Silva, Josué José da
contributor_str_mv Nicolini, Alexandre Mendes
Nicolini, Alexandre Mendes
Freitas, Angilberto Sabino de
Ferreira, Luís Fernando Filardi
dc.subject.por.fl_str_mv Administração
Avaliação educacional
Ensino superior
topic Administração
Avaliação educacional
Ensino superior
ADMINISTRAÇÃO
dc.subject.cnpq.fl_str_mv ADMINISTRAÇÃO
description The Brazilian private Higher Education had been receiving various government incentives. This fact favored this sector and resulted in a consistent consolidation movement. At the same time, the Government had been more effective to monitor Higher Education Institutions by creating new performance standards and evaluating its results. In this scenario, assessment methods used by professors were in focus, so it naturally refers to their assessment processes. On the other hand, professors prepare students to standardized assessments that evaluated their home institutions and which are formulated by INEP (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira), the institute that evaluate the level of the Brazilian Higher Education institutions. Thus, the objective of this study is to verify whether the Higher Education professors from Brazilian Management courses use, and if they do, with which frequency, the Cognitive Domain from the Taxonomy of Educational Objectives in their assessment instruments in order to measure whether these very objectives were reached by the teaching/learning process. The theoretical framework of this study was based on Bloom et al (1972) and other authors who contributed to the elaboration of the research instrument which allowed us collecting useful data to analyze (i) the profile of the professors; (ii) the assessment tools and (iii) the adherence of these instruments to the Taxonomy. The used methodology, that is, the exploratory search, allowed the introduction of a specific instrument to collect primary data directly from professors. Moreover, the Statistical analysis confirmed a strong relation between the constructs, corroborating the findings from the theory of Bloom et al (1972), which show that the categories are inseparable from each other. We conclude that professors use the categories expected by the Taxonomie in a greater or lesser extent according to the IES (Higher Education Institution) for which they work; to which type of regime they work under; and to the concentration area in which they teach classes. This variation, nonetheless, does not show a significant preference for the use of a category over the use of another.
publishDate 2015
dc.date.issued.fl_str_mv 2015-05-04
dc.date.accessioned.fl_str_mv 2016-09-15T19:10:04Z
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dc.identifier.citation.fl_str_mv Silva, Josué José da. A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?. 2015. 125 f.. Dissertação (Mestrado em Administração) - Universidade do Grande Rio "Prof. José de Souza Herdy", Rio de Janeiro .
dc.identifier.uri.fl_str_mv http://localhost:8080/tede/handle/tede/47
identifier_str_mv Silva, Josué José da. A avaliação da aprendizagem pela ótica da taxionomia de Bloom: quais são as dimensões privilegiadas pelos professores de administração?. 2015. 125 f.. Dissertação (Mestrado em Administração) - Universidade do Grande Rio "Prof. José de Souza Herdy", Rio de Janeiro .
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