Avaliação do ensino em cursos de graduação: estudo de caso na Universidade do Estado de Mato Grosso.

• Ano de defesa: 2021
• Autor(a) principal: Beltrame, Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Avaliação educacional; Ensino superior; Universidade do Estado de Mato Grosso
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/59373

The research deals with Teaching Evaluation, a component of Institutional Self-Evaluation at the State University of Mato Grosso (UNEMAT), campus of Tangará da Serra, whose relevance lies in the relationship between the purpose for which an evaluation is intended and the consequences from use of your results. The general objective of the study was to analyze the Teaching Evaluation process at the State University of Mato Grosso (UNEMAT), campus of Tangará da Serra, from the perspective of the participating students and teachers. To this end, we specifically sought to: characterize the profile of students and teachers participating in the teaching evaluation process; evaluate the teaching evaluation process from the perspective of participating students and teachers; to verify the participants' perception regarding the purpose of the evaluation process and its consequences. Regarding the methodological procedures, the case study modality was used, in addition to the descriptive character of the research, a quali-quantitative approach was also adopted. Data collection was carried out through a questionnaire sent to participants by digital means. The research sample consisted of 355 individuals, 300 students and 55 teachers. The sample was selected in a non- probabilistic manner due to accessibility and / or convenience. The results showed that most members of the community recognize the self-assessment process as an important tool in identifying strengths and weaknesses to support action planning. Most participants believe that students are one, but not the only, important source of information about the activities of teachers. It was found that there is a divergence of opinions between students and teachers about the factors that influence responses at the time they participate in the assessments. It was also verified that a portion of the participants do not perceive any effects / actions resulting from the results of the evaluation process. The study allows to glimpse alternatives for improvement to the current evaluation protocol. Keywords: Higher Education. Institutional Evaluation.