The academic's imaginary and the evaluation process

Abstract

This paper discusses evaluation practices based on the analysis of the results from questionnaires about assessments and assessment program evaluation, applied to academic community, which allowed us to dimension the degree of (mis)information that surrounds the evaluation process. At the first moment, we analyzed separately information provided by students about assessments, in order to determine their expectations. At the next step, we cross the data to establish the role of the evaluation process on the student’s universe. The results strongly contributed to question some behaviors that reveal problems – originates from traditional assessment – that evolve the assessment program evaluation universe and interfere on its practices. Based on these findings, we observe the need to clearly define functions and objectives of the assessment program evaluation to all persons involved in this process, giving more flexibility to the actions in order to correct distortions that become part of the student’s imaginary.