scholarly journals Aplicativo en la evaluación y acreditación de universidades con carreras técnicas

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Renso Carrasco L.
Keyword(s):  
Higher Education ◽  
Continuous Improvement ◽  
Evaluation Process ◽  
The Self ◽  
Generic Model ◽  
Substantial Part ◽  
External Evaluation ◽  
Self Evaluation ◽  
Self Assessments ◽  
Future Work

Higher Education in Ecuador entered a stage of changes driven by the regulations that govern the system as of 2008, such situation has required universities and polytechnical schools to start continuous improvement processes based on periodic self-assessments taking as reference different models Of quality and in particular that issued by the Council of Evaluation, Accreditation and Quality Assurance, CEAACES and whose purpose is to accredit as well as their careers. The establishment of the evidence that justifies the quality indicator, as well as the weight given to each is the substantial part of the self-evaluation process that the institutions carry out and it is necessary to have a tool that minimizes subjectivity and generates Results that in principle can be good but that in the end do not reach for the external evaluation; For which it has been made a tour of different concepts, regulations and processes that are applied in Ecuador for the evaluation of careers based on a generic model establishing a procedure that has been used to determine the weights of the indicators and proposes some lines Of future work.

scholarly journals Improving Quality Assurance with CDIO Self-Evaluation

2012 ◽  
Vol 2 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Juha Kontio ◽  
Janne Roslöf ◽  
Kristina Edström ◽  
Sara Naumann ◽  
Peter Munkebo Hussmann ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Evaluation Model ◽  
Evaluation Process ◽  
The Self ◽  
Good Practices ◽  
Self Evaluation ◽  
Main Development ◽  
New Ideas ◽  
Definition Of

The main goal of the Nordic project Quality Assurance in Higher Education was to develop and implement a self-evaluation model in the participating Higher Education Institutes (HEIs) to support their quality assurance work and continuous curriculum development. Furthermore, the project aimed at strengthening the cooperation of HEIs in quality assurance (QA) and disseminating good practices of QA. The framework of development is based on the CDIO approach and the CDIO self-evaluation process. The main results are a detailed definition of the self-evaluation process, well-documented self-evaluations of the participating degree programmes, and the identification of the main development areas and actions in each participating degree programme. Furthermore, the project has increased the partners’ understanding of other partners and their challenges. Finally, quality assurance has been enhanced in each participating programme and new ideas and support for quality assurance work in other higher education institutes have been produced.

scholarly journals Desarrollo de un sistema de información como apoyo en la autoevaluación para el proceso de acreditación

2019 ◽  
Vol 6 (2) ◽  
pp. 31-36
Author(s):  
J.A. Sandoval Bringas ◽  
M.A Carreño León ◽  
N.I. Higuera Castillo ◽  
I. Durán Encinas
Keyword(s):  
Continuous Improvement ◽  
Educational Program ◽  
Evaluation Process ◽  
Educational Programs ◽  
The Self ◽  
Evaluation Instrument ◽  
National Accreditation ◽  
Self Evaluation ◽  
Design And Implementation ◽  
The University

En el ámbito universitario para asegurar la calidad y el mejoramiento continuo de los programas educativos, es necesario someterse a un proceso de evaluación a través de un organismo acreditador. Dentro de este proceso, el primer paso necesario es la autoevaluación del programa educativo, el cual consiste en reunir información sustantiva que permita evidenciar el cumplimiento de los criterios que ha establecido el organismo acreditador. Las Tecnologías de la Información (TI) se han convertido en un componente fundamental de las universidades en todos sus ámbitos: docencia, investigación y administración. En el presente trabajo, se presenta el diseño y la implementación de un sistema de información que permite concentrar las evidencias de las diferentes categorías e indicadores del instrumento de evaluación utilizado por el Consejo Nacional de Acreditación en Informática y Computación (CONAIC). In the university context to ensure the quality and continuous improvement of educational programs, it is necessary to undergo an evaluation process through an accrediting body. Within this process, the first necessary step is the self-evaluation of the educational program, which consists of gathering substantive information that makes it possible to demonstrate compliance with the criteria established by the accrediting body. Information Technology (IT) has become a fundamental component of universities in all their fields: teaching, research and administration. In this paper, the design and implementation of an information system that allows to concentrate the evidences of the different categories and indicators of the evaluation instrument used by the National Accreditation Council in Computing and Computing (CONAIC) is presented.

scholarly journals La mejora continua: reflexiones del seguimiento en programas educativos de nivel superior con el marco de referencia CONAIC

2019 ◽  
Vol 6 (2) ◽  
pp. 76-81
Author(s):  
M.J.A Ochoa Oliva ◽  
A. Reyes Martínez ◽  
B.A. Burgos Sánchez ◽  
L.R. Arán Sánchez
Keyword(s):  
Continuous Improvement ◽  
Evaluation Process ◽  
Educational Programs ◽  
National Council ◽  
External Evaluation ◽  
Self Evaluation ◽  
Evaluation Visit ◽  
Last Stage

El Consejo Nacional de Acreditación en Informática y Computación A.C. (CONAIC) cuenta con las etapas generales en su proceso de evaluación con fines de la acreditación: solicitud, autoevaluación, evaluación externa, dictamen y seguimiento para la mejora continua. En esta última etapa, se presentan observaciones y/o recomendaciones en base a los resultados obtenidos en diversas evaluaciones de la Comisión Técnica de la visita de evaluación, seguimiento de recomendaciones y observaciones de los programas educativos; se verifica el cumplimiento de las mismas, cuando lainstitución ejecuta el plan de mejora y notifica al consejo los avances en la atención a las recomendaciones, mediante las evidencias y elaboración de informes periódicos. The National Council of Accreditation in Computing and Computing A.C. (CONAIC) has the general stages in its evaluation process for accreditation purposes: application, self-evaluation, external evaluation, opinion and monitoring for continuous improvement. In this last stage, observations and / or recommendations are presented based on the results obtained in various evaluations of the Technical Commission of the evaluation visit, follow-up of recommendations and observations of the educational programs; the fulfillment of the same is verified, when the institution executes the plan of improvement and notifies to the advice the advances in the attention to the recommendations, by means of the evidences and preparation of periodic reports.

scholarly journals Logística del cambio en Instituciones Educativas con hoja de cálculo

2019 ◽  
pp. 17-26
Author(s):  
Temístocles Muñoz-Lopez ◽  
Marta Nieves Espericueta-Medina ◽  
Lilia Sánchez-Rivera ◽  
Gabriela Morán-Delgado
Keyword(s):  
Higher Education ◽  
Continuous Improvement ◽  
The Self ◽  
Educational Institutions ◽  
Master's Program ◽  
Careful Selection ◽  
Self Evaluation ◽  
Institutional Evaluation ◽  
Selection Of

The accreditation and certification processes are an imperative of the institutional evaluative culture, taking its foundations in the research methodology, with a careful selection of the variables under study and the analytical categories that support it. This study aims to elucidate the categories in which the institutional evaluation rests, its sources, and its derivation in attributes to be evaluated, a process prior to the elaboration of the SWOT diagnosis. The concentrate of the areas subject to institutional evaluation described and elucidated is presented as the limit of the present work with the objective of developing a technique that allows to carry out the institutional evaluation and with it the strategic planning in the schools or higher education institutions to reach the quality of continuous improvement processes, using in both cases (diagnosis and planning) a spreadsheet. The technique was successfully tested in the self-evaluation of a Master's Program in Education Sciences of the Autonomous University of Coahuila to integrate it to the self-evaluation of the information requested by the accrediting bodies. This technique is useful for educational institutions that do not have sophisticated programs to change and adapt to new educative realities.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

The Female Physique: Motives Guiding Self-Evaluation

2004 ◽  
Vol 13 (2) ◽  
pp. 5-16
Author(s):  
Carolyn Vos Strache ◽  
Alana Strong ◽  
Cheree Peterson
Keyword(s):  
Southern California ◽  
Evaluation Process ◽  
The Self ◽  
Physical Aspect ◽  
Individual Response ◽  
Structured Interviews ◽  
Chi Square ◽  
Self Evaluation ◽  
Significant Measure ◽  
Chi Square Analysis

The omnipresent physical self remains for young adult females a significant measure of self-worth. Therefore, it comes as no surprise that coping strategies are as complex as they are pervasive as young women strive to maintain positive psychological outlooks despite negatively-perceived physical attributes. Self-presentational concerns may affect one’s activity choice.This study expands on the work of Taylor, Neter, and Wayment (1995) to determine which motives guide the self-evaluation processes of the physical self. An examination of structured interviews identifies which motives direct women in the self-evaluation of their bodies, and concurrently examines whether different motives determine individual response when appraising a “good” versus “not good” physical aspect. Motives, as defined by Taylor et al. (1995), were self-enhancement, self-verification, self-improvement and self-assessment. Interviews were conducted with 30 female, Southern California, undergraduate college students from Southern California, ranging in age from 19-22.A chi-square analysis revealed that women employed different motives in “good” versus “not good” body aspect comparisons (Enhancement: X2 = 21.78 p< .01; Verification: X2 = 10.05 p< .01; Improvement: X2 = 5.15 p< .05). When describing a “good” aspect, women employed the enhancement motive 92 percent of the time, verification 80 percent of the time, and improvement 15 percent of the time. For “not good” aspects, women used enhancement motive 53 percent of the time, verification 98 percent of the time, and improvement 33 percent of the time. Women used more than one motive 74 percent of the time and single motives only 26 percent of the time in the evaluation process. Direct quotes reveal that almost all the women sought out information about themselves when they thought it would reflect favorably. However, when they reported on a “not good” aspect, coping mechanisms included redirecting their attention to more positive characteristics or mentally cordoning off an area of weakness to prevent that attribute from permeating all aspects of their identity. Understanding how we think in the self-evaluation process may offer an explanation why some people are motivated to exercise and why others are not.

scholarly journals Processos de autoavaliação de escolas ou avaliação interna do sistema?

2015 ◽  
Vol 23 ◽  
pp. 115
Author(s):  
Anabela Barros Pinto Sousa ◽  
Manuela Terrasêca
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Document Analysis ◽  
The Self ◽  
Process Models ◽  
External Evaluation ◽  
Framework Analysis ◽  
Self Evaluation ◽  
Current Context ◽  
New Form

Evaluation, in the current context of education policy, is an instrument of regulation of action. In Portugal, public schools evaluation focuses on the dimensions of self-evaluation and external evaluation, the articulation of both being normatively imposed and also encouraged in various evaluation, benchmarking, and monitoring initiatives. Based on document analysis of background documents and reports of evaluation of schools initiatives, this article presents the various concepts of school self-evaluation in those documents and reflects on the "self" dimension of this self-evaluation in Portuguese public schools as an exercise of autonomy and accountability. Since 2002, the guidelines for self-evaluating schools are known. Although the administrations continue to say that it is not intended to induce the process, models and tools for evaluating schools, particularly the External Evaluation of Schools (EES), have been carrying a soft orientation / regulation, since they call for the school to produce a discourse built around the analysis of dimensions that they impose. This "new form of governance", assuming itself as a form of regulation of this action, can become a form of self-evaluation as a discourse, more or less standardized, which is a part of (self)-evaluationt of the system, rather than a process of construction of negotiated and shared references in school. We aim to characterize this self-evaluation, from the EES's conceptual framework analysis, and study the dimensions in which it is applied, as well as to clarify its place in the evolution of the EES model.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

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