Avaliação de larga escala: resultados e tomada de decisão

• Ano de defesa: 2012
• Autor(a) principal: Tavares, Antonio Vanderlei
• Orientador(a): Sousa, Clarilza Prado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Avaliação de larga escala; Recomendações; Tomada de decisão
• Palavras-chave em Inglês: Evaluation of large-scale; Recommendations; Decision making
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16037

This study aimed to identify and analyze recommendations and decisions from the large-scale assessment of a system of private education in the state of Sao Paulo. The methodological trajectory, initially, there were readings of the final reports of large-scale assessments to identify and document the recommendations and decisions taken in the period 1999 to 2008. Then, set up categories for the analysis of recommendations and decisions. These categories were based on the assumptions that conceive of educational assessment as a tool for monitoring and improving the quality of education offered in school systems. These assumptions were based on the principles of democratic and participative management. The analysis of the recommendations of evaluations allowed us to observe that there is a group of recommendations on teachers' work and one that is intended to administration. However, both contain recommendations that call for analysis and planning by the management team of the education system. In respect of decisions shows that there was a greater concern with the development of actions to curriculum and continuing education of educators. No actions have been identified related to contextual variables raised by the assessment scale. Both the analysis of the recommendations described in assessment reports, when the decisions indicated that the evaluation of large scale offers significant contributions on the education system, but they require planning actions intermediate between the schools and central management