Resumo

COSTA, Erika Bataglia da. HIGHER EDUCATION: REFLECTIONS ON INSTITUTIONAL ASSESSMENT AND RANKING. Contrapontos [online]. 2017, vol.17, n.4, pp.774-784. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v17n4.p774-784.

The need for institutional assessment to ensure the quality of teaching is something that, in Brazil, has been discussed more intensely since the implementation of LDB (Brazilian Educational Law) and the possibility of higher level training not only for public, but also for private institutions. Providing an assessment that is dedicated to investigating the challenges and overcoming difficulties of IES, in order to provide quality education, is fundamental, but the way in which these assessments are carried out, and their results disseminated, is the object of debate in this article. In terms of methodology, a qualitative approach is adopted, with exploratory objectives, and in terms of procedure, a literature review was used. Theoretical background was drawn from authors such as Alemán, Barsky, Bernasconi, Martinez and Vroeijenstijn. We conclude that although necessary, the way in which institutional assessments are being carried out, and their results widely disseminated, may be harmful for developing IES, and do not accurately demonstrate the true quality of teaching that they claim to analyze.

Palavras-chave : Institutional assessment; Ranking; Autonomy training.

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