Estudos em Avaliação Educacional

Assessment of professional education in federal institutes: Systematic mapping

Luciana Conceição Argôlo Correia, Alexandre Ventura, Thiago Souto Mendes — Mon, 31 Mar 2025 00:00:00 -0300

The purpose of this Systematic Literature Mapping (SLM) was to identify the most common assessment approaches in middle-level vocational education, the contributions and challenges of the assessment process, the analysis of the timing of assessments, and the understanding of the implications of the findings in the improvement and enhancement of these courses. To carry out the MSL, we searched for articles in academic journals over the last ten years (2012-2022) in the B-On, SciELO, and Scopus databases. The findings indicate that assessments of programs or courses are usually carried out through questionnaires and interviews at the end of training. The studies analyzed in this research do not go into further details to identify how these findings are used in curricular adjustments.

The institutionalization of social impact metrics: The case of Unifesp

Thu, 20 Feb 2025 00:00:00 -0300

This article presents a framework for institutionalizing Social Impact Metrics (SIM) for the Universidade Federal de São Paulo (Unifesp) based on the United Nations (UN) Sustainable Development Goals (SDGs). It is based on sociological institutionalism and the dynamics of the Times Higher Education (THE) ranking. The framework integrates university policies with the SDGs and aligns teaching, research, extension and cultural activities as a dialogic interface with society. The methods employed include design methods, design science research and Scott’s analytical pillars (regulative, normative and cognitive cultural). As a result, a SIM-Unifesp framework was developed establishing principles of institutional analysis based on metrics.

On how to measure differences in educational outcomes

Rodolfo Hoffmann — Thu, 13 Feb 2025 00:00:00 -0300

The article shows that the Kullback-Leibler divergence is not appropriate for comparing distributions of learning assessment grades, as is done in various published studies. This article argues that when the aim is to evaluate the inequality of score or education distributions, it is reasonable to employ a commonly used measure of inequality, such as the Gini index. The article also shows that it is not appropriate to use the Kullback-Leibler divergence as a measure of grade inequality between categories of students. To illustrate the use of various statistical measures and procedures, an analysis is conducted on the distribution of educational attainment among employed individuals in Brazil and its states, using data from the 2022 Pesquisa Nacional por Amostra de Domicílios Contínua [Continuous National Household Sample Survey].

Pisa contextual questionnaires in educational research: A systematic review

Talita Emidio Andrade Soares, Wagner dos Santos — Tue, 28 Jan 2025 00:00:00 -0300

This article presents a systematic review of the literature in journals, using the Prisma method to analyze academic studies that use contextual questionnaires from the Programme for International Student Assessment (Pisa). A total of 22 articles were selected and classified into three categories of analysis: student educational performance; environmental, socio-emotional, and political factors; and psychometric quality. The studies address different perspectives across various contexts, with a predominant focus on the use of the student questionnaire as an analytical tool. The significant number of comparative studies between countries stands out. However, there have been few analyses carried out in the South American context.

Mediated assessment of children aged 2 to 5 years

Nerli Nonato Ribeiro Mori, Naira Natieli de Araújo Novello — Fri, 31 Jan 2025 00:00:00 -0300

The text presents an assessment protocol for children aged 2 to 5 years, and is based on development scales: the Base Nacional Comum Curricular [National Common Curriculum Base] and the curriculum for early childhood education. The agenda for recording the results includes covers the areas to be assessed and the necessary materials, as well as a space for notes. This is a mediated assessment proposal, in which the evaluator pays attention to the child’s strategies, intentionally and systematically intervenes and mediates, with a view to understanding the child’s actual and potential knowledge and skills. The results of the assessments carried out so far indicate the feasibility of the instrument for application and its contribution to the planning of pedagogical interventions in the preschool phase.