Teste de Progresso: uma Ferramenta Avaliativa para a Gestão Acadêmica

Pinheiro, Osni Lázaro; Spadella, Maria Angélica; Moreira, Haydée Maria; Ribeiro, Zilda Maria Tosta; Guimarães, Ana Paula Ceolotto; Filho, Odilon M. Almeida; Hafner, Maria de Lourdes Marmorato Botta

doi:10.1590/1981-52712015v39n1e02182013

Cited by 14 publications

(20 citation statements)

References 15 publications

(15 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this sense, the assertions of the tests should not only require the student to memorize, but mainly to address higher taxonomic categories, such as synthesis or evaluation. (5) The PT is designed to test final skills, addressed by complex exercises that demonstrate problem-solving skills. Such items may be difficult to be developed, and require teachers' training and skills as well as a good understanding of the objectives.…”

Section: Discussionmentioning

confidence: 99%

“…For academic management, it is a valuable diagnostic tool for learning related to the retention of knowledge on all areas of the student's education curriculum. (5,6) The progress test is considered a longitudinal assessment, with objective questions of the total pedagogical content, administered to all students, independently of their year. (7) Wrigley et al (8) describe the progression test as a test of 100 to 200 questions, varying by course and university.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

2018

View full text Add to dashboard Cite

Resumo Objetivo: Conhecer o desempenho e a percepção dos estudantes de enfermagem na prova de progressão e verificar a existência de relação entre o desempenho e a série em curso e entre o desempenho e o grau de dificuldade da prova. Métodos: Trata-se de um estudo descritivo de abordagem quantitativa, utilizou-se um instrumento constituído por questões sócio demográficas, classificação do grau de dificuldade da prova e duas perguntas sobre vantagens e desvantagens da prova de progressão. Resultados: A população constituiu-se de 78 estudantes. Apresentaram idade média de 24,4 anos e predomínio do sexo feminino, 89,7%. Os estudantes que consideraram a prova fácil tiveram desempenho maior (p=0.036), os estudantes do segundo ano destacaram-se em relação ao primeiro (p=0,014). Consideraram vantagem: conteúdo da prova 32,0%, progressão e desempenho 25,7%, questões de múltipla escolha 23,1%, e preparo para concursos 7,7%. As desvantagens, 39,7% prova muito extensa, 26,9% ausência de conhecimento, 15,3% temática e estrutura inadequadas e 6,4%pouco tempo para realização da prova. Conclusão: A Prova de Progressão avalia o desempenho do estudante longitudinalmente, identifica potencialidades e fragilidades curriculares, além de avaliar a instituição. Compreende um dos instrumentos avaliativos no uso de metodologias ativas de ensino e deve ser incentivada quanto à sua aplicabilidade nos cursos de graduação.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

2018

View full text Add to dashboard Cite

show abstract

“…The results showed that, in 2008, the PT progression occurred every two years, and in 2011 this progression started in the third year. In the areas of Public Health, Surgery and Basic Areas, no gradual improvements of knowledge was observed from initial years, which deserve reflections on the part of curriculum managers 20 .…”

Section: Maria Inês Da Rosa Et Almentioning

confidence: 91%

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Rosa

Isoppo

Cattaneo

et al. 2017

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

“…In 2008, the progression occurred every two years of the course and in 2011 this progression started only after the third year of the course. This study was crucial for managers to understand the need for greater considerations on the teaching offered and the quality of the questions created for the assessment 15 .…”

Section: Resultsmentioning

confidence: 99%

“…The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for use in academic management and, for this purpose, it is essential that institutions take an active role in the creation and data analysis of the assessment 15 .…”

Section: Discussionmentioning

confidence: 99%

Progress Test in Medical School: a Systematic Review of the Literature

Reberti

Monfredini

Filho

et al. 2020

Rev. bras. educ. med.

View full text Add to dashboard Cite

Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

show abstract

Teste de Progresso: uma Ferramenta Avaliativa para a Gestão Acadêmica

Abstract: I PALAVRAS-CHAVE

Cited by 14 publications

References 15 publications

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Progress Test in Medical School: a Systematic Review of the Literature

Contact Info

Product

Resources

About