Reflections on the Insertion of the Self-Evaluation Policy in Brazilian Postgraduate Studies: The Experts' View

Silva, Marcio Roque dos Santos da; Luft, Maria Conceição Melo Silva; Olave, Maria Elena Leon

doi:10.1590/1982-57652024v29id26672910

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Avaliação: Revista da Avaliação da Educação Superior (Campinas)

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Article • Evaluation (Campinas; Sorocaba) 29 • 2024 • https://doi.org/10.1590/1982-57652024v29id26672910 copy

Reflections on the Insertion of the Self-Evaluation Policy in Brazilian Postgraduate Studies: The Experts' View

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Abstract

Recent changes in the assessment model used by the Coordination for the Improvement of Higher Education Personnel (CAPES) assume, among other things, the consideration of the need for new assessment methods that include a more active involvement of the academic community. As of 2018, Self-Assessment has become the fundamental structure within this model. This article aims to understand the integration of the Self-Assessment Policy in the CAPES Assessment System, reflecting on the possible interactions and implications that arise in this context. It is a theoretical-empirical article with a qualitative approach, using documental research and interviews with experts who were part of the CAPES Self-Assessment Working Group (WG). The results shed light on the antecedents, conceptual and motivational aspects of implementing this practice, as well as suggest other potential connections, such as learning, innovation, and elements shaping an emerging context. The research provides preliminary insights for discussions on this practice within the Brazilian graduate studies landscape, offering a fertile ground to inspire further research endeavors.

Keywords:
educational assessment; self-assessment policy; brazilian postgraduate assessment system

Category	Main findings
Background	■ Experiences of Brazilian specialists and researchers in Educational Evaluation; ■ Consolidated higher education evaluation practices in Brazil - SINAES; ■ Transferring knowledge between undergraduate and postgraduate assessment levels; ■ Contributing to the design of the self-evaluation based on suggestions and criticisms from the academic community; ■ International experiences on evaluation in the postgraduate studies (PG) - Germany and the Netherlands; ■ Results of the analysis by the National Monitoring Committee for the PNPG 2011-2020.
Self-evaluation Concept and Policy	■ Self-evaluation as a process created by the program itself to identify problems and propose solutions; ■ Systematic and articulated self-evaluation process, including the establishment of procedures, instruments, and methods of self-evaluation; ■ The creation of a commission and regulations as a way of institutionalizing self-evaluation; ■ Articulation with the program's strategic planning; ■ The importance of support from the Postgraduate Dean's Office and CPA, and alignment with the HEI's Institutional Development Plan; ■ Participation of multiple internal and external actors; ■ Contextualization of the program's reality in terms of its mission.
Motivations	■ Emphasis on improving the quality of programs; ■ Valuing process evaluation over product evaluation; ■ Delay in evaluation policies in the Brazilian postgraduate scenario, compared to the international context; ■ Valuing the more active participation of the academic community in the external evaluation process.
Learning and Innovation	■ A culture of self-evaluation serves as means of capturing learning and providing input for decision-making on improvements; ■ Self-evaluation as a "qualified organizer" that helps to build knowledge about and for the program; ■ Learning about democracy; ■ Production of shared knowledge within the program; ■ The process of collecting and systematizing data according to the interests of the PPGs; ■ Implementation of changes or solutions to address identified problems; ■ The perspective on changing the paradigm of external evaluation, emphasizing democratic participation; ■ Insertion of the self-evaluation policy as an innovation; ■ New way of thinking and reflecting on internal processes, mission, and evaluation; ■ The focus of the SNPG needs to be broadened to include other areas of civil society (such as business and industry); ■ The autonomy to use the self-evaluation policy beyond what is required by the CAPES Evaluation Form.
Emerging context	■ Multiple realities and contexts emerging from the different programs; ■ Relevance of actions to mitigate inequalities in the SNPG; ■ Investment in projects to improve PPGs; ■ Valuing actions with a local and regional impact based on the social, economic, and cultural development of each program; ■ Self-evaluation as an important component in the process of rebuilding the identities of the PPGs.

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[1] Editores de Seção: André Pires; Milena Pavan Serafim | Editora de Layout: Silmara Pereira da Silva Martins