A autoavaliação como processo de melhoria

: um estudo de caso

Abstract

Self-assessment practices in schools, taken as a deep reflection on the standards and practices that are established, are intended to be systematic and with evident consequences in terms of improving the school management, promoting more learning for all and a large and better integration of children in society. They are, therefore, essential practices so that the children can be better formed, happier and certainly with much more capabilities to transform the present world, which is deepening into not only a financial and economic crisis but primarily a default values’ crisis. This paper focuses on the self-assessment processes of a School that is stated as being an educational institution, committed to improving the educational activity, by analysing the latter on the perspective of improving the quality of the teaching and the learning processes. The following is therefore a descriptive, analytical and interpretative case study, pretending to know in depth the dynamic self-assessment implemented in the school and its impact in terms of improvement of both processes and educational outcomes. In this context, it proceeds to a systematisation and analysis of self-assessment practices, focusing this analysis on the consistency and coherence of these practices, confronting them with the perceived effectiveness from the part of the different actors of the educational community in terms of the impacts produced in the improvement of the learning. As regards as data collection techniques, we resorted to the application of a questionnaire to school teachers, to the conducting of an interview to the boarding staff and to two focused discussion groups with students. We found out that the school carries out established self-assessment practices, with consequences on school life, although without an effective integration of all members of the school community in those same processes.

Date of Award	21 Apr 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ilídia Cabral (Supervisor)