Evaluation policies on a large scale: does ENADE interfere in the management of the courses?
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0006Abstract
This paper analyzes how managers (coordinators) of graduation courses evaluate ENADE as a large-scale evaluation policy and which management strategies they employ to improve course evaluations. The research participants were course coordinators at URI - Frederico Westphalen/RS Campus. The investigation process was carried out through a qualitative approach. From the theoretical background and data collection and analysis, some interim findings are presented: a. great part of the coordinators interviewed is seeking new possibilities to qualify the courses, however, these are isolated and very subjective attempts; b. the concern with quantitative results is very strong, overcoming qualitative processes; c. ENADE, as a large-scale evaluation, has not been able to trigger a deep process of theoretical discussion, since it is worked in most courses only one semester before the exam is taken.
Keywords: University and evaluation. Large-scale evaluation. ENADE.
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