Repensando o processo de avaliação nos & dos cursos de graduação em administração

Abstract

This article initially presents an overview of the official evaluation, ENADE / 2012 (National Examination of Student Performance), highlighting the graduation in business Administration, representing a quota of 16.7% of enrollment in classroom training and 30. 22% of e-learning in differents instrumental areas excluding technologists courses. Considering the distances in quality indicators of training offered, in which only 6% of the graduation in business administration were evaluated with the Concept 5 and most (43%) received the Concept 3, it is necessary academics researches to identify the relationship the impact of institutional and official assessments for the improvement of education in the area. It is suggested the development of an assessment methodology in Formative Actions Assessment Framework model that establishes a dialogue between the Responsive Evaluation Stake (1978, apud. LUDKE, 1983) and Training Activities Evaluation Methodology for Teachers at four levels proposed Imbernon (2011) as an adaptation of the Evaluation Model for Training in Kirkpatrick and Kirkpatrick (2007), defining a framework outlined by levels: Diagnosis (prologue), Learning, Transfer and Coverage. For each proposed level adaptation was carried of the data collection instruments and evaluators according to the specificities of each educational institution. The purpose of the application of the framework is to provide a management in graduation diagnosis considering an improvement plan for the training of administrators, unified by dialogue and joint analysis of content of learning, applications and impact on the performance nagers in the perception of instructors and trainees and graduates in a systemic and customized evaluation process.