The school effect on the performance of students from rio grande do sul: an analysis based on institutional self-assessment

Authors

  • Marília Patta Ramos Universidade Federal do Rio Grande do Sul
  • Lauren Xerxenevsky Universidade Federal do Rio Grande do Sul
  • Mateus Saraiva Universidade Federal do Rio Grande do Sul

DOI:

https://doi.org/10.5902/2318133874095

Keywords:

auto avaliação participativa; aprendizagem escolar; avaliação institucional; análise de variância; Rio Grande do Sul

Abstract

The present study aims to evaluate the correlation between performance in proficiency tests in Brazil - Prova Brasil - and four dimensions of schools: institutional management, physical space, organization and work environment, and pedagogical and evaluation practices. The results of the self-assessment policy carried out in Rio Grande do Sul were correlated with the average score of the schools in the Prova Brasil, both in 2013, for the proficiency tests in Portuguese and mathematics for the 5th and 9th grades in the schools of the Public State Network of Rio Grande do Sul. For the analyzed dimensions, a scale was constructed by aggregating the responses of indicators corresponding to each dimension, which vary from a critical situation to an ideal situation, on a scale of 1 to 5. Using the analysis of variance technique, it was found that It is known that there is a statistically significant tendency for the best performances to coincide with the best institutional self-evaluations, but the only dimension in which this tendency occurred in both grades and in the two curricular components of the subjects surveyed was in the dimension on pedagogical practices and assessment.

Downloads

Download data is not yet available.

References

ALMEIDA, Luana Costa, DALBEN, Adilson, & FREITAS, Luiz Carlos de. O Ideb: limites e ilusões de uma política educacional. Educação & Sociedade, Campinas, v. 34, n. 125, 2013, p. 1153-1174.

ALVES, Maria Teresa Gonzaga; SOARES, José Francisco. O efeito das escolas no aprendizado dos alunos: um estudo com dados longitudinais no ensino fundamental. Educação e Pesquisa, São Paulo, v. 34, n. 3, 2008, p. 527-544.

INEP. Relatório nacional Saeb 2013. Brasília: Inep, 2016.

INEP. Aprimoramentos no sistema de avaliação da educação básica ampliarão a produção de evidências educacionais. Disponível em: http://portal.inep.gov.br/artigo/-/asset_publisher/B4AQV9zFY7Bv/content/id/1486793. Acesso em: 10 de julho de 2018

GANDIN, Danilo. Soluções de planejamento para uma prática estratégica e participativa. Petrópolis: Vozes, 2013.

LAROS, Jacob Arie; MARCIANO, João Luiz Pereira. Índices educacionais associados à proficiência em língua portuguesa: um estudo multinível. Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, Porto Alegre, v. 7, n. 3, 2008, p. 371-389.

MATOS, Daniel Abud Seara; RODRIGUES, Erica Castilho. Indicadores educacionais e contexto escolar: uma análise das metas do Ideb. Estudos em Avaliação Educacional, São Paulo, v. 27, n. 66, 2016, p. 662-688.

MURILLO, F. Javier; GARRIDO, Cynthia. Factores de eficacia escolar en la República Dominicana. Innovación educativa (México, DF), v. 16, n. 72, 2016, p. 113-132.

PESTANA, Maria Inês. Trajetória do Saeb: criação, amadurecimento e desafios. Em Aberto, Brasília, v. 29, n. 96, 2016, p. 71-84.

RIO GRANDE DO SUL. Decreto n. 48.744, de 28 de dezembro de 2011: institui o Sistema Estadual de Avaliação Participativa do Estado do Rio Grande do Sul - Seap/RS, e dá outras providências. Porto Alegre: Governo do Estado, 2011.

RIO GRANDE DO SUL. Sistema estadual de avaliação participativa: caderno n. 2 - roteiro para avaliação institucional coletiva da escola. Porto Alegre: Seduc, 2012.

RUTTER, Michael, MAUGHAN, Barbara, MORTIMORE, Peter, OUSTON, Janet; SMITH, Alan. Frequência, comportamento e desempenho dos alunos. In: BROOKE, Nigel; SOARES, José Francisco. Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: UFMG, 2008, p. 30-40.

Downloads

Published

2023-03-26

How to Cite

Ramos, M. P., Xerxenevsky, L., & Saraiva, M. (2023). The school effect on the performance of students from rio grande do sul: an analysis based on institutional self-assessment. Regae: Revista De Gestão E Avaliação Educacional, e74095, p. 1–16. https://doi.org/10.5902/2318133874095

Issue

v. 12, n. 21, 2023, publicação contínua

Section

Artigos

License

Authors keep copyright and concede to the magazine the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution 4.0 International, non-commercial license with no derivative work, which allows to share the work with no author recognition and initial publication in this magazine.

Authors has authorization to overtake additional contracts separately, to distribute a non-exclusive version of the work published in this magazine: For example: to publish in an institutional repository or as a chapter of a book, with authorial recognition and initial publication in this magazine.

Authors are allowed and are encouraged to publish and distribute their work online. For example: in institutional repositories or in their own personal page – at any point before or during the editorial process, because this can result in productive changes, as well as increase the impact and the mention to the published work.