scholarly journals O processo de avaliação externa nas séries iniciais: indicadores de qualidade ou regulação do trabalho docente / The process of external evaluation in the initial series: indicators of quality or regulation of teaching work

2020 ◽  
Vol 9 (2) ◽  
pp. 336-352
Author(s):  
Solange Pereira da Silva
Keyword(s):  
External Evaluation ◽  
Initial Series

O trabalho apresenta a sistematização de um estudo acerca da avaliação externa nas séries iniciais e seus indicadores de qualidade ou de regulação do trabalho docente. O problema que motivou este estudo se assenta no seguinte questionamento: Como a Avaliação Nacional da Alfabetização (ANA) passou a regular o trabalho do professor alfabetizador? O estudo foi realizado, por meio da análise de documentos, de aplicação de questionário e de entrevista. Conclui-se que, com os resultados da avaliação externa, pode-se colocar em dúvida o resultado do comprometimento docente no interior da escola dependendo do resultado, com possibilidade de constrangimento, de comparações e de manipulação da política de financiamento.

Limitações e desafios à formação do pedagogo na área de avaliação educacional

2016 ◽  
pp. 109
Author(s):  
Wagner Bandeira Andriola
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Teacher Performance ◽  
Educational Assessment ◽  
School Management ◽  
Educational Evaluation ◽  
External Evaluation ◽  
Education Curriculum ◽  
The Government ◽  
Detailed Diagnosis

RESUMOO texto proporciona reflexões sobre a formação do Pedagogo, enfatizando as limitações mais visíveis na área da avaliação educacional. A partir da análise de matrizes curriculares de cursos de graduação em Pedagogia, constatou-se que algumas das principais demandas da sociedade atual não têm sido atendidas. Propôs-se que as matrizes curriculares fossem revistas, para permitir o desenvolvimento de cinco competências básicas: a) capacidade de compreender os resultados de avaliações externas realizadas pelos municípios, pelos estados e pela federação; b) capacidade de usar os resultados das avaliações externas para aprimorar a atuação docente; c) capacidade de usar os micro-dados das avaliações externas para obter diagnósticos mais detalhados da situação da escola; d) capacidade de usar os resultados dos diagnósticos mais detalhados para planejar ações de aprimoramento da gestão escolar; e) capacidade de avaliar a execução e adequação das ações de aprimoramento da gestão escolar.Palavras chave: Formação do pedagogo, ensino superior, avaliação educacional.Limitations and challenges in the formation of pedagogue in the area of education assessment.ABSTRACTThe study provides reflections on the formation of the pedagogue, emphasizing the most visible limitations in the field of educational assessment. From the analysis of matrices of education curriculum, it found that some of the main demands of today’s society have not been addressed yet. It proposed the revision of the curricular matrices to allow the development of five skills: a) ability to understand the results of external evaluations conducted by municipalities, regions and the government; b) ability to use the results of external evaluations to improve teacher performance; c) ability to use external evaluation microdata for a more detailed diagnosis of the school situation; d) ability to use results of the most detailed diagnostics for planning actions to improve school management; e) ability to assess the implementation and adaptation of the measures to improve school management.Key words: Teacher training, higher education, educational evaluation.

Laparoscopic Radical Cystectomy: Initial Series and Analysis of Results

2006 ◽  
Vol 5 (19) ◽  
pp. 956-961 ◽  
Author(s):  
José Ramón Cansino ◽  
Jesús Cisneros ◽  
Sergio Alonso ◽  
Luis Martínez-Piñeiro ◽  
Alfredo Aguilera ◽  
...  
Keyword(s):  
Radical Cystectomy ◽  
Initial Series ◽  
Analysis Of Results

scholarly journals Science needs more external evaluation, not less

2021 ◽  
pp. 053901842110191
Author(s):  
Loes Knaapen
Keyword(s):  
Performance Metrics ◽  
Well Being ◽  
External Evaluation ◽  
Public Servants ◽  
Scientific Communities ◽  
Economic Productivity ◽  
The Public ◽  
Quantitative Performance ◽  
The Many ◽  
Lay Public

When science is evaluated by bureaucrats and administrators, it is usually done by quantified performance metrics, for the purpose of economic productivity. Olof Hallonsten criticizes both the means (quantification) and purpose (economization) of such external evaluation. I share the concern that such neoliberal performance metrics are shallow, over-simplified and inaccurate, but differ in how best to oppose this reductionism. Hallonsten proposes to replace quantitative performance metrics with qualitative in-depth evaluation of science, which would keep evaluation internal to scientific communities. I argue that such qualitative internal evaluation will not be enough to challenge current external evaluation since it does little to counteract neoliberal politics, and fails to provide the accountability that science owes the public. To assure that the many worthy purposes of science (i.e. truth, democracy, well-being, justice) are valued and pursued, I argue science needs more and more diverse external evaluation. The diversification of science evaluation can go in many directions: towards both quantified performance metrics and qualitative internal assessments and beyond economic productivity to value science’s broader societal contributions. In addition to administrators and public servants, science evaluators must also include diverse counterpublics of scientists: civil society, journalists, interested lay public and scientists themselves. More diverse external evaluation is perhaps no more accurate than neoliberal quantified metrics, but by valuing the myriad contributions of science and the diversity of its producers and users, it is hopefully less partial and perhaps more just.

scholarly journals Automated feature-based grading and progression analysis of diabetic retinopathy

Eye ◽  
2021 ◽  
Author(s):  
Lutfiah Al-Turk ◽  
James Wawrzynski ◽  
Su Wang ◽  
Paul Krause ◽  
George M. Saleh ◽  
...  
Keyword(s):  
Diabetic Retinopathy ◽  
Diabetic Macular Oedema ◽  
Large Datasets ◽  
Image Analysis System ◽  
Learning Approaches ◽  
External Evaluation ◽  
Severity Scale ◽  
Grading Systems ◽  
Feature Based ◽  
Analysis System

Abstract Background In diabetic retinopathy (DR) screening programmes feature-based grading guidelines are used by human graders. However, recent deep learning approaches have focused on end to end learning, based on labelled data at the whole image level. Most predictions from such software offer a direct grading output without information about the retinal features responsible for the grade. In this work, we demonstrate a feature based retinal image analysis system, which aims to support flexible grading and monitor progression. Methods The system was evaluated against images that had been graded according to two different grading systems; The International Clinical Diabetic Retinopathy and Diabetic Macular Oedema Severity Scale and the UK’s National Screening Committee guidelines. Results External evaluation on large datasets collected from three nations (Kenya, Saudi Arabia and China) was carried out. On a DR referable level, sensitivity did not vary significantly between different DR grading schemes (91.2–94.2.0%) and there were excellent specificity values above 93% in all image sets. More importantly, no cases of severe non-proliferative DR, proliferative DR or DMO were missed. Conclusions We demonstrate the potential of an AI feature-based DR grading system that is not constrained to any specific grading scheme.

Professionals freaking out: the case of accreditation in Dutch higher education

2009 ◽  
Vol 21 (5) ◽  
pp. 473-485 ◽  
Author(s):  
Everard van Kemenade ◽  
Teun W. Hardjono
Keyword(s):  
The Netherlands ◽  
Design Methodology ◽  
Iso 9000 ◽  
Preliminary Survey ◽  
External Evaluation ◽  
Content Type ◽  
Evaluation Systems ◽  
System A ◽  
Engineering And Technology ◽  
Insight Into

PurposeThe purpose of this paper is to define what factors cause willingness and/or resistance among lecturers in universities towards external evaluation systems, especially accreditation.Design/methodology/approachA model has been designed to describe possible factors of willingness and/or resistance towards accreditation based on Ajzen and Metselaar. A literature review has been undertaken on the effects of external evaluation like ISO 9000 as well as accreditation systems such as Accreditation Board for Engineering and Technology and European Quality Improvement System. A questionnaire has been administered to a group of 63 lecturers from three departments at Fontys University in The Netherlands. The results of this preliminary survey have been presented to 1,500 academics in The Netherlands and Flanders to collect empirical data.FindingsResistance to accreditation can be found in the consequences of accreditation for the work of the lecturer (workload), negative emotions (stress and insecurity); the lack of knowledge and experience (help from specialists is needed); and lack of acceptance (other paradigm).Originality/valueThe paper provides more insight into the difficulties that organizations, especially universities, have to commit their employees to external evaluation. It might be possible to generalize the findings to other professionals in other organizations. Little research in this field has been undertaken so far.

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