Publicação
The Role of Qualitative Research in the Construction of an Institutional Evaluation Model
| Resumo: | Construction, validation and implementation of an Institutional Assessment model must be participatory and consider qualitative indicators so that the assessment can be a tool for improving institutional quality. The question for this article is the following: How can the Participatory Institutional Assessment (AIP) methodology be enriched by qualitative research, about the construction of relevant assessment instruments and quality indicators? The objective is to identify positive aspects and areas for improvement in the Political-Pedagogical Project (PPP) of a Teacher Training Center. The construction of the assessment model began from a solid theoretical basis, grounded in the scope of the Participatory Institutional Assessment methodology, which ensured that community members were involved in all phases, not only in awareness raising, implementation, results and meta-evaluation, but especially in the construction, testing, validation and application of the instruments. The qualitative indicators and the content analysis of the open-ended responses were structuring so that the entire improvement process was based on evidence. The results obtained were enriching for a diagnosis of reality, which revealed the need to update the PPP, which could lead to an improvement in institutional quality. Based on the results of the qualitative research, it can be concluded that participatory assessment involves and brings people closer to real problems, where new experimental data arising from free expressions based on feelings, real experiences and memories are valued. The qualitative methodology proved to be relevant for the learning of all participants who took part in the assessment, not only as an object of assessment but as informed participants about what was being assessed and understanding the assessment as a means of improving and monitoring the multidimensional quality of institutions. |
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| Autores principais: | Felix, Glades Tereza |
| Outros Autores: | Pinho, Isabel; Pinho, Isabel; Pinho, Isabel |
| Assunto: | Qualitative indicators; Qualitative research; Higher education; Quality; Participatory evaluation. Indicadores qualitativos investigação qualitativa Educação superior Qualidade Avaliação Participativa |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | ludomedia |
| Idioma: | português |
| Origem: | New Trends in Qualitative Research |
| Resumo: | Construction, validation and implementation of an Institutional Assessment model must be participatory and consider qualitative indicators so that the assessment can be a tool for improving institutional quality. The question for this article is the following: How can the Participatory Institutional Assessment (AIP) methodology be enriched by qualitative research, about the construction of relevant assessment instruments and quality indicators? The objective is to identify positive aspects and areas for improvement in the Political-Pedagogical Project (PPP) of a Teacher Training Center. The construction of the assessment model began from a solid theoretical basis, grounded in the scope of the Participatory Institutional Assessment methodology, which ensured that community members were involved in all phases, not only in awareness raising, implementation, results and meta-evaluation, but especially in the construction, testing, validation and application of the instruments. The qualitative indicators and the content analysis of the open-ended responses were structuring so that the entire improvement process was based on evidence. The results obtained were enriching for a diagnosis of reality, which revealed the need to update the PPP, which could lead to an improvement in institutional quality. Based on the results of the qualitative research, it can be concluded that participatory assessment involves and brings people closer to real problems, where new experimental data arising from free expressions based on feelings, real experiences and memories are valued. The qualitative methodology proved to be relevant for the learning of all participants who took part in the assessment, not only as an object of assessment but as informed participants about what was being assessed and understanding the assessment as a means of improving and monitoring the multidimensional quality of institutions. |
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