<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000200503</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Analytic hierarchy process suportando a avaliação por pares]]></article-title>
<article-title xml:lang="en"><![CDATA[Analytic hierarchy process supporting peer assessment]]></article-title>
<article-title xml:lang="es"><![CDATA[Analytic hierarchy process soportando la evaluación por pares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wollmann]]></surname>
<given-names><![CDATA[Dewey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>503</fpage>
<lpage>523</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200503&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A avaliação pode ser um importante instrumento para complementar o processo de aprendizagem, principalmente quando se deseja desenvolver, em complemento ao conteúdo técnico, habilidades humanas, como é o caso dos estudantes dos cursos de Administração. Nesse contexto, a utilização de técnicas de metodologias ativas e de avaliação por pares merece destaque. O objetivo deste estudo é avaliar o uso da técnica de análise multicritérios denominada analytic hierarchy process para auxiliar a avaliação por pares. A ferramenta desenvolvida foi utilizada em um exemplo hipotético, com características de uma disciplina do curso de Administração de Empresas. O estudo, de modelagem quantitativa, foi desenvolvido segundo os modelos de Bertrand e Fransoo (2002) e Mitroff et al. (1974). Como resultado, foi possível identificar que a técnica permite, a partir de critérios predefinidos e hierarquizados, identificar os graus de desempenho dos estudantes de uma equipe de trabalho. Com essas informações, o feedback para os estudantes torna-se mais objetivo e efetivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Assessment can be an important tool to complement the learning process, especially when it is desired to develop, in addition to the technical content, human skills, as is the case of the students of the Administration courses. In this context, the use of techniques of active methodologies and peer evaluation deserve to be highlighted. The objective of this study is to evaluate the use of the multicriteria analysis technique called Analytic Hierarchy Process to aid in peer evaluation. The developed tool was used in a hypothetical example, with characteristics of a course of Business Administration course. The quantitative modeling study was developed according to the models of Bertrand and Fransoo (2002) and Mitroff et al. (1974). As a result, it was possible to identify that the AHP allows, from pre-defined and hierarchical criteria, to identify the performance grades of the students of a work team. With this information, feedback for students becomes more objective and effective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La evaluación puede ser un importante instrumento para complementar el proceso de aprendizaje, principalmente cuando se desea desarrollar, como complemento al contenido técnico, habilidades humanas, como es el caso de los estudiantes de los cursos de Administración. En este contexto, se debe destacar la utilización de técnicas de metodología activa y de evaluación por pares. El objetivo de este estudio es evaluar el uso de la técnica de análisis multicriterio denominada Analytic Hierarchy Process para auxiliar la evaluación por pares. La herramienta desarrollada fue utilizada en un ejemplo hipotético, con características de una disciplina del curso de Administración de Empresas. El estudio, de modelado cuantitativo, fue desarrollado según los modelos de Mitroff et al. (1974) y Bertrand y Fransoo (2002). Como resultado fue posible identificar que el AHP permite que, a partir de criterios predefinidos y jerarquizados, sea posible identificar los grados de desempeño de los estudiantes de un equipo de trabajo. Con estas informaciones, la retroalimentación para los estudiantes se vuelve más objetivo y efectivo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação por pares]]></kwd>
<kwd lng="pt"><![CDATA[Analytic hierarchy process]]></kwd>
<kwd lng="en"><![CDATA[Active methodologies]]></kwd>
<kwd lng="en"><![CDATA[Peer evaluation]]></kwd>
<kwd lng="en"><![CDATA[Analytic hierarchy process]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Evaluación por pares]]></kwd>
<kwd lng="es"><![CDATA[Analytic hierarchy process]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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