ANALYSIS OF UNDERGRADUATE COURSE ASSESSMENT INSTRUMENTS (2006-2017) OF SINAES FROM THE PERSPECTIVE OF EVALUATION DICHOTOMIES

Abstract The National Higher Education Evaluation System (Sinaes), implemented in 2004, introduced significant advances to higher education by proposing an evaluation model anchored in three main pillars: institutional evaluation, evaluation of undergraduate programs, and evaluation of student performance. Since the system’s inception (specifically regarding the pillar focused on evaluating undergraduate programs), several instruments have been adopted to support the acts of course authorization, recognition, and renewal of recognition in both on-campus and distance-learning formats. In this context, the present article aims to analyze the undergraduate program evaluation instruments instituted by the National Institute for Educational Studies and Research Anísio Teixeira (Inep) between 2006 and 2017, mapping the changes that have occurred within the underlying concepts and evaluation dichotomies: internal or external, formative or summative, quantitative or qualitative, and integrated or point-in-time. Methodologically, this is a descriptive study based on documentary research. The expected outcome is to contribute to improving Sinaes, chiefly by providing Inep with inputs to refine the evaluation instruments that underpin the acts of course authorization, recognition, and renewal of recognition.