As contribuições das políticas de avaliação educacional em larga escala : o caso da avaliação de aprendizagem na Bahia.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The present study dealt with the contributions of educational evaluation public policies to elementary public schools. It focused on the Student Assessment Project (AA) implemented by the State of Bahia-Brazil during the 1999-2004 period (first tests administered in 2001). In the context of this investigation, contributions were comprised of elements of evaluation utility and evaluation use. At first, this study adapted the Utility category of the meta-evaluation model proposed by the JCSEE and the meta-evaluation checklist created by Stufflebeam (1999) and added a new standard, the stakeholders perception of utility. Among the 66 final checkpoints utilized, 44 were observed in the AA experience, pointing to a medium to high probability of use, reinforced by a positive perception of utility the schools manifested. The category Use was proposed based on the discussion of types of use, mainly instrumental and conceptual, found in the evaluation literature. This research investigated the use of the evaluation results for decision making reported by the schools. It also identified the use of other evaluation elements, such as test specifications, and found these elements were more frequently used than the results. The next step was to examine the relation between the evaluation use and the fulfillment of the overall goal of the evaluation policy. The last phase concentrated on the conceptual use reported by the schools. The research results showed that the AA was positively related to affecting the way teachers and principals shared a vision of their work and teaching environment. Regardless of the non representativeness of the sample involved in the research and of a possible ritual school behavior, the findings indicate better 4th graders performance both in Portuguese and Math in the group of schools involved with the AA, but these results were not necessarily related to the intended uses of the policy. Besides discussing the use of the JCSEE Utility category, this study presents two main contributions: it reflects on the concept of instrumental use and discusses that the evaluation use does not necessarily leads to the achievement of the public policies goals.

ASSUNTO(S)

utilidade da avaliação evaluation utility public policies educacao avaliação educacional meta-evaluation educational evaluation uso da avaliação evaluation use políticas públicas

ACESSO AO ARTIGO

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