External Evaluation Process Research Articles

Healthcare accreditation as trigger of organisational change: The view of professionals

BackgroundHealthcare accreditation seeks to promote the organisational change in healthcare organisations from an approach that values the level of progress achieved through a validated reference framework. The aim of this paper is to analyse the role played by accreditation through the experience perceived by health professionals during the process of self-assessment and external evaluation, taking into account three dimensions of analysis: focus on the patient, internal organisation and leadership, and impact on the clinical aspects of healthcare. Material and methodsDesign: Semi-structured interviews with key informants from clinical management units (CMU) within the Andalusian Health System (Spain). Participants: The key informants in each CMU were the clinical leader, the head of nursing and two health professionals (doctors and nurses). A qualitative research protocol was employed to conduct the semi-structured interviews (n=52 interviews) with physicians and nurses, in order to analyse their experience with the accreditation process. ResultsThe analysis identified four main outcomes related to the accreditation process perceived by professionals: (1) A benchmarking conceptualisation of the process; (2) Improvements in patient-centred care, quality of clinical records, and organisational culture of the units; (3) Improvement of patient safety culture; (4) As negative outcomes, a slight perception of bureaucratisation and standardisation of the clinical practice. ConclusionsThe described initiative of accreditation process in Andalusia (Spain) is widely perceived as positive by health professionals since it fosters the organisational change, although it also has a slightly negative bureaucratisation effect on clinical practice.

Política Educacional no Ceará: processos estratégicos

Resumo: O artigo discute processos estratégicos à formulação e implementação da política educacional no Ceará no período 1995-2015, tendo por referencial as teorias da governança e da dependência da trajetória. O texto analisa aspectos relativos ao equilíbrio fiscal do estado, práticas meritocráticas de recrutamento e mecanismos de monitoramento associados à gestão por resultados. Nesse cenário, três processos estratégicos foram determinantes para criar condições propícias à melhoria da educação: a colaboração, a mobilização e a responsabilização. São apresentadas evidências de que tais processos, construídos historicamente na educação cearense, abriram caminho para a instituição de uma cultura institucional favorável à mudança, a exemplo da melhoria dos resultados obtidos pelo estado em processos de avaliação externa.

Sistemas de avaliação da educação superior em Portugal e Brasil

<p>O artigo apresenta um estudo comparado entre Portugal e Brasil sobre os sistemas de avaliação da educação superior e suas influências nos currículos de formação inicial de professores. Utilizou-se a metodologia qualitativa para analisar como os sistemas de avaliação constituem referencial básico para os processos de regulação e supervisão da educação superior, a fim de promover a melhoria da qualidade e valorização das identidades institucionais. Os resultados indicam que o processo de avaliação externa tem influenciado os currículos, pois destacam os aspectos positivos e os pontos fortes dos cursos, reforçando concepções e práticas curriculares atuais. Conclui-se que os processos de regulação e supervisão, ao referenciarem os resultados da avaliação externa que valorizam as identidades institucionais, criam estratégias políticas para que a gestão institucional assuma a responsabilização e prestação de contas pela melhoria da qualidade da formação inicial de professores.</p><p>Sistemas de Avaliação, Educação Superior, Currículo, Formação Inicial do Professor.</p><p> </p><p>Sistemas de evaluación de la educación superior en Portugal y Brasil</p><p>El artículo presenta un estudio comparado entre Portugal y Brasil sobre los sistemas de evaluación de la educación superior y sus influencias en los currículos de formación inicial de profesores. Se utilizó la metodología cualitativa para analizar cómo los sistemas de evaluación constituyen un referente básico para los procesos de regulación y supervisión de la educación superior, a fin de promover la mejora de la calidad y la valorización de las identidades institucionales. Los resultados indican que el proceso de evaluación externa ha influido en los currículos, ya que destacan los aspectos positivos y los puntos fuertes de los cursos, reforzando conceptos y prácticas curriculares actuales. Se concluye que los procesos de regulación y supervisión, al referenciar los resultados de la evaluación externa que valoran las identidades, crean estrategias políticas para que la gestión institucional asuma la responsabilidad y la rendición de cuentas por la mejora de la calidad de la formación inicial de profesores.</p><p>Sistemas de Evaluación, Educación Superior, Currículo, Formación Inicial del Profesor.</p><p> </p><p>Higher education evaluation systems in Portugal and Brazil</p><p>The article presents a study comparing Portugal and Brazil's higher education evaluation systems and their influences on initial teacher education curricula. We used a qualitative methodology to analyze how the evaluation systems provide a basis for higher education and supervision processes in order to promote improvement in education quality and the valuing of institutional identities. Results indicate that external evaluation processes have influenced the curricula as they underline the positive aspects and strengths of teacher education programs, thus reinforcing current curricular practices and concepts. We conclude that as regulation and supervision processes build on evaluation results that promote institutional identities, they create political strategies that foster institutional management’s accountability for improving the quality of initial teacher education.</p><p>Evaluation Systems, Higher Education, Curriculum, Initial Teacher Education.</p><p style="margin: 0cm 49.05pt 0pt 5.2pt; text-align: justify; line-height: 150%; text-indent: -0.05pt;"> </p>

Construindo a avaliação em conjunto: a experimentação de uma abordagem participativa para avaliação na região italiana da Emília Romanha

Resumo A partir de 2010, na região de Emília Romanha, foi promovido um plano de ação negociado em nível institucional, seguido pela experimentação de uma abordagem participativa para a avaliação dos serviços educativos para a primeira infância. A experimentação, que envolveu serviços públicos e privados, visa à construção de um sistema regional de regulamentação de qualidade educacional na governança pública. As principais características da abordagem de avaliação são a sua natureza social e a sua função formativa, a criação de uma relação de colaboração entre os serviços dentro do processo de autoavaliação, a possibilidade de uma contextualização parcial de ferramentas e procedimentos e o caráter recursivo do processo.

ASSESSMENT OF DISTANCE LEARNING QUALITY CRITERIA FOR CONTINUING EDUCATION OF MEDICAL PRACTITIONERS

Distance learning is a favourable form of education in all professional fields. The necessity for repeated education and continuous renewal of knowledge and skills is acknowledged to be a fundamental demand in nowadays society. Distance learning is widespread and extensively studied from several aspects in many countries. In Latvia distance learning in medical studies is an underdeveloped sphere, which requires more attention, to acquire such an education strategy goal as lifelong learning. Along with technological development and introduction of distance learning it is essential to maintain quality and efficiency of education. Quality has more importance in open and distance learning, considering the virtual characteristics and physical distance between the trainees and the teaching staff. The literature review displays the significance of the teacher and student support mechanisms, internal and external evaluation processes, as well as strengthens academic culture and provides permanent cooperation and interaction with the interested parties in order to ensure a high quality study process of the distance learning. A competence-based approach is an important aspect in the professional development of medical practitioners and the assessment of knowledge, skills and competences from the student's point of view is an important indicator of the quality of education.

Desempenho no Enade e sua relação com a avaliação docente pelo discente

Este artigo tem por objetivo analisar a relação entre os desempenhos docente e discente nos processos de avaliação interna e externa do Curso de Administração da UNIVALI de Itajaí. A população do estudo na avaliação externa foi composta de 232 alunos concluintes do Curso de Administração que participaram do ENADE em 2012. A análise foi feita mediante relatório disponibilizado no site do INEP. Na avaliação interna, foram selecionados 38 professores das respectivas disciplinas envolvidas em cada questão. Utilizaram-se os boletins de desempenho de cada professor, gerados pela Avaliação Institucional, os quais destacam a ação docente e contêm ainda as médias aritméticas obtidas em cada critério de desempenho avaliado: Domínio Técnico Científico (DTC), Habilidades de Ensino (HE) e Desenvolvimento Pessoal e Situacional (DPS). Para a análise estatística foram utilizados os métodos paramétricos e não paramétricos, ou seja, o coeficiente paramétrico de correlação de Pearson e o coeficiente não paramétrico por postos ou ranking de Spearman. Como as amostras eram pequenas, o teste usado foi o de Shapiro-Wilk. Os resultados obtidos indicam que o desempenho dos alunos e a dimensão DTC possuem distribuição normal (p > α), o que possibilitou usar o coeficiente de Pearson. Já as dimensões Habilidade de Ensino (HE) e Desempenho Pessoal e Situacional (DPS) não têm distribuições normais (p < α), obrigando a usar o coeficiente de Spearman. As Fig.1, 2 e 3 mostram graficamente a falta de relação entre a avaliação docente (interna) e o resultado dos alunos no ENADE (avaliação externa).

Academic success in schools in the Algarve: when leadership is part of the solution and not of the problem

ABSTRACT This paper presents the results of a case study conducted among school principals in the southern region of Portugal, located in urban, suburban and rural settings. The five cases that comprise this study were subjected to a final rating of “Very Good” in the external evaluation process of schools, whose data were collected through semi-structured interviews and documentary analysis (regulations and educational project, reports of the external evaluation of responsibility of Inspeção Geral de Educação e Ciência de Portugal). The data collected in this exploratory study were systematized and analyzed according to the following indicators: the students’ academic success, the teachers’ professional development, the organizational development and the identifying features of schools principals. Overall, we cannot affirm the existence of differences according to geographical area, although some particularities which proved to be interesting and indicative of good leadership practices could be highlighted.

Joint external evaluation process: bringing multiple sectors together for global health security.

Joint external evaluation process: bringing multiple sectors together for global health security.

Evaluation and participation: Identifying different school organization profiles in Portuguese public schools

Abstract The article discusses some of the major changes in Portuguese schools, due to both the external evaluation process set up in 2008 and the new school management model. The results discussed here demonstrate how the external evaluation process in Portugal highlights the importance of schools as organizations and the focus on community involvement in school management. A multivariate analysis based on a set of variables enabled us to define three school organization profiles (innovative, traditional and diffuse) using two points of reference: the type of curriculum offered and the relationship with the school community. The article consolidates an analysis based on mixed-method research, enhancing the analysis of qualitative information, how qualitative information can be turned into quantified variables, and how data reducing provides support for quantitative and qualitative data analysis.

From curricular justice to educational improvement: What is the role of schools’ self-evaluation?

This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools’ external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority Intervention) implemented in Portugal, namely, 144 SEE reports from 2012/2013 and 3 interviews to the responsible people for the educational project from a TEIP school. The collected data were analysed by content analysis using NVivo software, showing that the external evaluation of education systems can be one of the pillars in achieving justice when it causes a pedagogical intervention which reaffirms the links between curriculum, teaching and students’ learning. It also shows that SEE processes can have empowering potential when social justice and equity principles are present throughout its development and with the support of critical friends.

DEVELOPING AN EVALUATION MODEL IN COMMUNICATIVE LANGUAGE TEACHING (CLT) OF ENGLISH TEACHERS IN PRIMARY EDUCATIONAL SCHOOLS IN THAILAND

The general objective of this study was to develop an evaluation model in Communicative Language Teaching (CLT) of English teachers in primary educational schools with the research and development process. Administrations of research procedures in four phases that it consisted of: the first phase was to synthesis concepts regarding the evaluation of teaching English for communication of teachers in primary educational schools by the analysis and synthesis of the CLT information from documents related research and interviews from those involved of 10 persons. The second phase was creating an evaluation model to evaluate the CLT of English teachers in primary educational schools by bringing the concept of phase one used to create the evaluation model, then the draft form for review, verify appropriateness and feasibility of the evaluation model through seminars, based on an expert group of nine persons who created the manual models to assess and evaluate your usage patterns such assessments by five educational experts of prior to trial in a real situation. The third phase was to trial evaluation model of the CLT of English teachers in primary educational schools. The development and the validity of the classification scheme, which sample consisted of 14 plants from the sample-specific were used. The fourth phase was to develop the evaluation model to evaluate the CLT of English teachers in primary educational schools with the sample consisted of the sample evaluation forms with a group of 43 assessors were assessed. Using the collective data in this research include of duvets, interview, observation and evaluative forms. Statistically significant with the foundational statistics include percentage, mean and standard deviation, statistical hypothesis testing, including the Wilcoxon Matched Pairs Signed Ranks Test and The Mann - Whitney U Test were analyzed. The results of this research findings: Teaching English for communication and evaluation of teaching English for communication of teachers in primary educational schools with the CLT, the principles and concepts of learning as a Core Curriculum for the Basic Education Act BE 2551 and the indicators due course was matched of the policy of the Ministry of Education to raise the quality of teaching in English and composed of four components, namely; the goal of the assessment, to be aimed at evaluating, assessing methodology, and evaluation criteria. The goal of the assessment is to improve the quality of the CLT that are geared rate, the concept of the CLT factors, such as; the process, the production, the assessment methods include internal appraisers. The external evaluation process includes the preparation stage, the action of summary report assessment tools include questionnaire, interview and observation period to assess the second semester of the semester and before recess. The evaluation criteria are absolute criteria developed by the educational experts to develop teachers are making progress in the CLT were evaluated in two times that results of statistically significant at level of 0.01, differently. To assess the developing an evaluation model in the CLT of English teachers in primary educational schools was to standard rate of utilization, the possibility, he appropriateness and accuracy were at the highest level, and the exploitation and the possibility is high-level. Article visualizations:

QUALITY MANAGEMENT IN THE MASTER’S DEGREE IN EDUCATION AT THE UNIVERSITY OF LAS TUNAS

The present work is aimed at socializing the experiences of the process of self-evaluation, external evaluation and follow-up to the improvement plan of the postgraduate academic program: Master’s Degree in Education, which is implemented at the University of Las Tunas since 2011. For further development of this program, the results of the impact assessment were considered. They were obtained through the application of surveys, interviews and valuation scales to the declared social strata, with the intention of making the program more viable in the new context of the integrated university. This process of impact assessment also allows us to assume a more qualitative conception of the area of knowledge of the program, because it responds to the on-going professional development of in-service teachers and graduates of non-pedagogic majors who work as teachers in the university and the municipal university branches. Furthermore, the Program Management System is implemented to guarantee its sustainability, with a better insertion in the knowledge society.

The curriculum in school external evaluation frameworks in Portugal and England

The curriculum has been target of social and political demands due to its central role in school education and to the changes that occurred in education over the 20th century. The changes include more autonomy assigned to schools and teachers and the establishment of educational standards. These raised concerns that led European bodies to recommend the implementation of quality assurance systems. As a response, many countries created school external evaluation (SEE) processes in an attempt to improve school education and the curricula. Portugal and England are two countries that followed this tendency. This paper analyses SEE frameworks used in both countries to answer the following question: (1) How is the curriculum being addressed in the SEE in Portugal’s and England’s frameworks? The main conclusions drawn are as follows: (1) the curriculum is conceived as an open project; (2) the SEE frameworks from both countries address the curriculum by focusing on teachers’ role as curriculum developers and their curriculum development processes; and (3) the frameworks from Portugal and England reveal a concern with assessing the actual classroom environment and functioning.

Monitoring and Evaluating the Performance of Teachers Through the Process of Observation in the Classroom

When we discuss about the framework of the teaching hour, we can conclude that it is the main axis of the work of teachers in the school institutions. However, during the recent years it has been a subject of discussion the idea that learning timeframe has changed in all its dimensions or aspects. Then, the question arises as to how much really the class teaching has changed so far? What’s the professional level of preparedness of the teachers, in order to achieve a successful teaching hour? In this regard though, the evaluation of a teaching class, it should not only be done by the competent persons, but they must be also prepared in all the professional aspects. In this paper we will not talk about the learning and observation process in itself as a method of teaching and learning, but we will be focused mainly on the observation which is performed by the monitoring inspectors, the school director etc. during the teaching and educational process. The observation as a method it has mainly been used to supplement and verify the accuracy of the other methods. So far, the monitoring teamwork should pay attention to the process of observation, by including all the facts, the situations and aspects that are associated with the monitoring facilities, including all necessary aspects that help us find the truth and accuracy of the issues that we are being interested at.The methods, techniques and strategies enable us to objectively monitor and evaluate, in an effective and useful way, therefore the planning and methodology, as well as their use, are the main "pillars" of monitoring / evaluation of teaching performance. Thus, these methods and techniques enable us collecting relevant data and information, which are related to the performance of teachers on the basis of the measures and actions for corrections, improvements, promotions, incentives, licensing and full accountability. What methods, techniques and strategies we are going to use, it depends on the type of our monitoring and evaluation objectives. Also, it depends on whether we are dealing with the external or internal monitoring and evaluation process. In this paper we will try to present the observation method, such as an effective method for collecting data and evaluating the work of teachers. We will also examine some of the key aspects of observation: the observation planning, preparation, monitoring, the undergoing process of observation and the analysis after observation

Accreditation of Spanish engineering programs, first experiences. The case of the Terrassa School of Engineering

<p class="Textoindependiente21">The implementation of the European Space for Higher Education has entailed new requirements for Spanish Higher Education Programs. Regulations (RD 1393, 2007) stablish that university programs, in order to have official validity, must be submitted to an external evaluation process before their official implementation, denominated Validation, and to an ex-post process or Accreditation. Terrassa School of Engineering (EET) was one of the first schools in Spain to adapt to the European Space for Higher Education, in the academic period 2009-10 and then, one of the first university institutions submitted to an accreditation process. In this communication, the important role of the Internal Quality Assurance System in the assessment of the school’s programs is exposed as well as the approach followed in the key steps of the process: Accreditation</p>

POLÍTICA EDUCACIONAL E A FORMAÇÃO TEÓRICA EM CONFRONTO COM A PRÁTICA EM GESTÃO ESCOLAR

This essay shows a survey conducted by the group of study and Interdisciplinary Training (GEFI-PROPP/UFMS/CNPq) in space and time that operate in school management of basic education is contextualized in the town of Tres Lagoas/MS and, through extension projects develops continuing education in partnership with university administrators, teaching coordinators, teachers as well as advisees graduate and post gradueted. It discusses to educational policy in normalized laws, theories in the field of school administration and management, and the routing of the proposed curriculum in their educational institutions. The methodology, grounded by collaborative action research, enables knowledge, mediated by questions regarding the performance of managers in complex tasks of managing the human and material resources of educational institutions. In this training process take as assumption that one of the roles of management is to organize, plan teaching and learning by ensuring equal opportunities for all students. In this context notes that the democratic administration it’s already part ofthe Brazilian scenery over more ten years with wide dissemination but it’s not still fully effectively remaining theoretical gaps and strategies to work collectively. With data collected through a questionnaire and statements recorded in the meetings it concludes that there is the existence of the Authority seated on the remaining upright bureaucratic administration and the strength of community members in participating in the collegiate bodies. On the other hand, the improvement of the quality of teaching and learning to guarantee equal opportunities are supported only on education programs without observance of internal and external evaluation processes with curricular actions to improve quality .It is observed that the formative program confirms that the subjects participants improve the understanding of their role in the negotiation and there is evidence collective actions in preparation of the pedagogical planning and routine meetings with teachers.

La Agencia Valenciana d�Avaluaci� i Prospectiva (AVAP): diez a�os al servicio del Sistema Universit

The Valencian Agency for Strategic Assessment and Forecasting (AVAP) was established by a law of the Valencian Regional Government in 2006, in order to ensure the quality and excellence of the Valencian higher education, science and innovation systems, through assessment, accreditation and forecast studies. The AVAP includes, among its tasks, the assurance of the quality of the Valencian higher education system, through external evaluation processes that apply the Standards and guidelines for quality assurance in the European Higher Education Area. In this article one tries to announce the origins, functions and organizational structure of the AVAP, his recent activity and the challenges of future, besides the characteristics of the university Valencian system, to understand better the complexity and the volume of tasks that it must confront daily.

Effect of Institutional Evaluation Policies on Private Universities in the Cuyo Region

Latin American universities are currently dominated by evaluation policies implemented at the beginning of the 21st century. Both self-evaluation practices and external evaluation processes have created new ways of looking at the institution that is the university and have brought about tension with previously rooted aspects of the system. Private universities in the Cuyo region of Argentina have also developed institutional evaluation processes out of which new perspectives on institutional configurations have emerged. Their identitary grades, particular management styles and center west location in Argentina means they have particular ways of functioning that are occasionally identified as weaknesses in evaluative processes. The complexity of social, political, economic-administrative and even geographical contexts have great influence on the implementation of public policy. Such is also the case of that which occurs in academic contexts. University evaluation policies seem to be designed following a logic that is spurious for the organizational structure of private universities in the region. The present work is part of a doctoral thesis whose objective is to understand the reach of the Argentine state's influence through the adoption of models of external evaluation inside private universities in the Cuyo region, based on their relationship with the State and their organizational singularity. We specifically seek to systematize the institutional evaluation experiences of private universities in the Cuyo region, describe the way in which evaluative practices are developed at our reference universities and understand the changes that have come about from external evaluation at these institutions.

Education within public management in South Africa: A focus on external Whole-School Evaluation process’ contribution in Mpumalanga province

The study focused on the role played by public sector management in South Africa towards the country’s total development and improvement. This article also analyses how through the Whole School Evaluation (WSE) process, the education system in South Africa seeks to ensure that the schooling is effective. This paper examines public management, public administration as well as new public management (NPM). The aim is to illustrate a view of how education fits in the broader public management and how the WSE process assists schooling in South Africa and Mpumalanga in particular. This is to ensure that the schooling is effective and contribute towards service delivery and the country’s overall development and improvement. Furthermore, WSE as a process, is viewed through five of NPM undisputable and debatable characteristics of accountability for performance; performance measurement; performance auditing; policy analysis and evaluation; and strategic planning and management. Public management functions and public management principles are discussed from a point of how the WSE process strives to ensure that it complies with these function and principles, and how this compliance benefit school improvement. This paper came to a number of conclusions regarding education within public management from a WSE perspective. Firstly, education through the external WSE process conforms to this principle of New Public Management in that evaluation is aimed at improving the quality of education. Also, the external WSE, as a process, and education in general, through the NPM principles can be performed within public management. Furthermore, external WSE conforms to public management principles as well as Batho Pele principles.

Curriculum contextualization: A comparative analysis of meanings expressed in Portuguese and English school evaluation

This paper presents an analysis of how the concept of curriculum contextualization (CC) takes place in schools’ external evaluations in Portugal and England. The relevance of this study lies upon two assumptions: (1) CC promotes the adequacy of a national curriculum to real-life situations; (2) the procedures used to evaluate schools influence curriculum development. The analysis is based on CC as defined through a literature review. We conclude that CC is being taken into account, in the guidelines used to evaluate schools in both countries, and that the main foci are the “student” and the “pedagogical practice”. “Local” is another relevant contextualization focus. Therefore we can conclude that school work is influenced by external evaluation processes in a CC perspective.