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Advisor(s)
Abstract(s)
O presente trabalho de projeto resulta de um estudo na área da avaliação institucional, mais concretamente, na autoavaliação de uma organização escolar. Realizou-se num agrupamento de escolas da região norte de Portugal Continental, no distrito do Porto.
Este estudo de caso, de natureza quantitativa, teve como objetivo, aferir a importância da autoavaliação na melhoria efetiva de uma organização escolar, através da perspetiva dos docentes. Participaram no estudo, docentes dos níveis de ensino Pré-Escolar, Primeiro, Segundo e Terceiro Ciclos do Ensino Básico.
Os resultados do estudo mostraram que na sua maioria, os docentes estão familiarizados com o processo de autoavaliação do agrupamento. Verificamos também, que consideram a autoavaliação um mecanismo importante e eficaz na melhoria do processo educativo. No entanto, demonstraram que o excesso de tarefas burocráticas, a falta de formação no âmbito da avaliação e a falta de reflexão dos assuntos relacionados com a auto-avaliação, nos vários departamentos curriculares, carecem de ações de melhoria.
Para contribuirmos para a melhoria da eficácia e eficiência do processo de autoavaliação do agrupamento, elaboramos um plano de ação, onde são apresentadas propostas que pretendem colmatar as fragilidades aferidas no estudo de caso.
This project work results from a study in the area of institutional evaluation, more specifically, the self-evaluation of a school organization. It took place in a group of schools in the northern region of mainland Portugal, in the district of Porto. This case study, of a quantitative nature, aimed to assess the importance of self-assessment in the effective improvement of a school organization, through the perspective of teachers. Teachers from the Pre-School, First, Second and Third Cycles of Basic Education participated in the study. The results of the study showed that the majority of teachers are familiar with the group's self-evaluation process. We also verified that they consider self-assessment to be an important and effective mechanism for improving the educational process. However, they demonstrated that the excess of bureaucratic tasks, the lack of training in the scope of assessment and the lack of reflection on issues related to self-assessment in the various curricular departments, require improvement actions. To contribute to improving the effectiveness and efficiency of the group's self-assessment process, we developed an action plan, where proposals are presented that aim to overcome the weaknesses assessed in the case study.
This project work results from a study in the area of institutional evaluation, more specifically, the self-evaluation of a school organization. It took place in a group of schools in the northern region of mainland Portugal, in the district of Porto. This case study, of a quantitative nature, aimed to assess the importance of self-assessment in the effective improvement of a school organization, through the perspective of teachers. Teachers from the Pre-School, First, Second and Third Cycles of Basic Education participated in the study. The results of the study showed that the majority of teachers are familiar with the group's self-evaluation process. We also verified that they consider self-assessment to be an important and effective mechanism for improving the educational process. However, they demonstrated that the excess of bureaucratic tasks, the lack of training in the scope of assessment and the lack of reflection on issues related to self-assessment in the various curricular departments, require improvement actions. To contribute to improving the effectiveness and efficiency of the group's self-assessment process, we developed an action plan, where proposals are presented that aim to overcome the weaknesses assessed in the case study.
Description
Keywords
Autoavaliação do agrupamento Avaliação institucional Docentes Group self-assessment Institutional assessment Teachers
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação