Policy evaluation of naval education
This article is a case study on evaluation of Navy Education and analyzses contributions of an institutional evaluation experience in the Brazilian Navy. It analyzes the contributions of Evaluation Methodology of the Naval Education System, a comparative perspective of the results achieved within th...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2013 |
| País: | Brasil |
| Recursos: | Fundação Cesgranrio |
| Repositório: | Ensaio (Rio de Janeiro. Online) |
| OAI Identifier: | oai:ojs.localhost:article/328 |
| Acesso em linha: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/328 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Metaevaluacion; Enseñanza naval; Enseñanza Meta-evaluation; Navy Education; Teaching Meta-avaliação; Ensino naval; Ensino |
| Resumo: | This article is a case study on evaluation of Navy Education and analyzses contributions of an institutional evaluation experience in the Brazilian Navy. It analyzes the contributions of Evaluation Methodology of the Naval Education System, a comparative perspective of the results achieved within three years of its implementation in CIASC. The research analyzes the institutional evaluation and meta-evaluation concepts and "evaluation culture" and its theoretical studies are Penna Firme and Letichevsky (2002), Dias Sobrinho (2000) and Ristoff (1996, 2000). Data show that the quality of teaching has improved with progressively higher scores and it was found that meetings to discuss issues relating to evaluation have become more frequent in the organization of teaching, in which targets were set for continuous improvement in pursuit of excellence. This research opens the way for the construction of new models of institutional assessment, tailored to different academic realities. |
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