O uso da avaliação e a avaliação de seu uso (acerca da avaliação da qualidade do ensino)

Silva, José Aparecido da

doi:10.1590/s0103-863x2004000300002

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…Pelo contrário, deve integrar uma estratégia institucional ampliada que, de forma triangulada e complementar, fornece informações e evidências a partir de diferentes perspectivas do processo de ensino-aprendizagem (BENTON; CASHIN, 2012;CHAN;LUK;ZENG, 2014;GRIFFIN;COOK, 2009;PENNY, 2003;SILVA, 2004). Além dos tradicionais inquéritos pedagó-gicos respondidos pelos estudantes, outras estratégias, como autoavaliação, portfólios, observação por pares, entrevistas e grupos focais, podem ser adotadas.…”

Section: Considerações Finaisunclassified

“…A esse respeito, Silva (2004) esclarece que, em linhas gerais, dois usos são tradicionalmente associados à AQE realizada pelos estudantes. O primeiro, de caráter somativo, tem como objetivo respaldar decisões administrativas sobre questões salariais, promoções e efetivação no cargo.…”

Section: Introductionunclassified

“…Apesar das evidências de validade apontadas, a literatura sugere que a AQE pelos estudantes não deve ser o único indicador da efetividade e da qualidade pedagógica do ensino (BENTON; CASHIN, 2012;PENNY, 2003;PENNY;COE, 2004;SILVA, 2004;SPOOREN;BROCKX;MORTELMANS, 2013). Em relação à estratégia on-line de coleta das opiniões, a qual é motivo para que os docentes desacreditem a validade da AQE, a literatura mostra que as avaliações eletrônica e em papel têm resultados semelhantes, embora se reconheça o desafio generalizado de aumentar as taxas de participação (BENTON; CASHIN, 2012;JOHNSON, 2003;SPOOREN;BROCKX;MORTELMANS, 2013).…”

Section: Introductionunclassified

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Qualidade do ensino na educação superior: sentidos sobre a avaliação

Oliveira

Almeida

2017

Est. Aval. Educ.

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Section: Considerações Finaisunclassified

Section: Introductionunclassified

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Qualidade do ensino na educação superior: sentidos sobre a avaliação

Oliveira

Almeida

2017

Est. Aval. Educ.

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“…The target for electrical stimulation was a single electrode located in the cochlea's medial region. When the simple discrimination baseline became stable, the stimulus intensity was manipulated according to an adaptation of the staircase method (Cornsweet, 1962; da Silva & Ribeiro Filho, 2006; Feitosa, 1996; Gescheider, 1997; Levitt, 1971). The method is a variation of the method of limits (Gescheider, 1997): One begins by presenting a sequence of stimuli which progressively increase or decrease in value.…”

Section: Introductionmentioning

confidence: 99%

Operant measurement of auditory threshold in prelingually deaf users of cochlear implants: II.

Silva¹,

Souza²,

Bevilácqua³

et al. 2011

Psychology & Neuroscience

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Two experiments evaluated an operant procedure for establishing stimulus control using auditory and electrical stimuli as a baseline for measuring the electrical current threshold of electrodes implanted in the cochlea. Twenty-one prelingually deaf children, users of cochlear implants, learned a Go/No Go auditory discrimination task (i.e., pressing a button in the presence of the stimulus but not in its absence). When the simple discrimination baseline became stable, the electrical current was manipulated in descending and ascending series according to an adapted staircase method. Thresholds were determined for three electrodes, one in each location in the cochlea (basal, medial, and apical). Stimulus control was maintained within a certain range of decreasing electrical current but was eventually disrupted. Increasing the current recovered stimulus control, thus allowing the determination of a range of electrical currents that could be defined as the threshold. The present study demonstrated the feasibility of the operant procedure combined with a psychophysical method for threshold assessment, thus contributing to the routine fitting and maintenance of cochlear implants within the limitations of a hospital setting.

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“…O problema da medida da percepção humana tem sido objeto de atenção dos cientistas desde a antiguidade e, segundo Da Silva (2004), esse problema é ainda maior quando o objeto mensurado não é físico e sim um construto, uma entidade hipotética ou um traço implícito do indivíduo. Dessa forma, a percepção do tamanho corporal, por exemplo, não é uma interpretação pura do que os órgãos dos sentidos captam, mas sim uma mesclagem entre informações sensoriais e fatos vividos ou aprendidos, advindos da família, da mídia e da sociedade de maneira geral.…”

Section: Métodos De Avaliação Da Imagem Corporalunclassified

Percepção de dimensões corporais de adolescentes do sexo feminino

Paula¹

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Body image is a multi-dimensional construct that combines perceptions and attitudes about the body, particularly those that relate to physical appearance (Cash, Maikkula & Yamamiya, 2004). When body image perception is disturbed-most common amongst teenage girls (Shroff & Thompson, 2006), serious health risks may result, which include eating disorders and depression (Smolak, 2002). The purpose of this study was to assess the behavioral and perceptual aspects of body image in adolescent females with and without body image distortion, (BID) and (NBI). Specifically, it was to identify whether or not behavioral parameters are distinct between groups. The study attempted to verify, in both groups, levels of consistency in sub-components: affective, cognitive and perceptual, using tasks that portrayed the individual's own body as well as a stranger's body. Also assessed was whether or not perceptual parameters could it be determined, and whether or not perceptual parameters are different for tasks that include an individual's own body image versus those tasks that include a stranger's body image and a task with a neutral image. If differences existed between groups, the study attempted to assess whether or not body image disturbance, presence of eating disorder and BMI-body mass index (IMC) predicted levels of individual body dissatisfaction and magnitude of error when the individuals judged the dimensions of their own bodies. Forty-three participants comprised the NBI group, and ten participants comprised the BID group. In order to establish the behavioral components of body image, individuals in both groups were asked to complete questionnaires and inventories (BSQ, EAT, silhouette scale, SIL, and own body image scale, OBI). Also, psychophysical tasks were used to assess the perceptual components of body image. Results of the behavioral aspects related to body image showed that the two groups are different. The BID group exhibited higher levels of dissatisfaction with body image in both behavioral tasks, and also in the subcomponents of the OBI task. The participants perceived themselves as being overweight, felt obese, and wished to be of a normal weight. The BSQ predicted dissatisfaction levels using the SIL task; the BMI predicted dissatisfaction levels using the OBI task. Both groups exhibited similar performance in the perceptual tasks. The results indicated that the participants showed a super-constancy tendency during the tasks that employed body images as compared to the cube task. Magnitude of relative error showed that all the participants underestimated small-sized stimuli, and they overestimated the larger-sized stimuli. This ix study helped to expand the application of quantitative measures to level of body image dissatisfaction by including measures of individuals' own bodies. It also concluded that the individuals perceived neutral shapes differently than that of body shape.

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O uso da avaliação e a avaliação de seu uso (acerca da avaliação da qualidade do ensino)

Cited by 6 publications

References 13 publications

Qualidade do ensino na educação superior: sentidos sobre a avaliação

Qualidade do ensino na educação superior: sentidos sobre a avaliação

Operant measurement of auditory threshold in prelingually deaf users of cochlear implants: II.

Percepção de dimensões corporais de adolescentes do sexo feminino

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