Assessment Process

(Last updated in: 11/30/2016 - 11:32am)

Self-Assessment Methodology and Tools

The School Self-Assessment Committee uses the following method in its work:

  • Focus groups run by the Education Project Assessment Coordination Department.  FGV/EBAPE;
  • In-house data collection at the institution through the FGV Ombudsman’s Office and the Library suggestions box;
  • Regular meetings to assess the collected data and discuss institutional upgrade proposals and projects for presentation to the School Board;
  • Preparation of reports based on the collected data in order to disseminate information on the institution both internally and externally, thus fostering an ongoing academic enhancement process; and
  • Conveying reports and accounts to the pertinent commissions and representatives engaged in the process, underpinning discussions that will ensure the ongoing improvement to which the FGV/EBAPE is committed.

Participation of the Academic, Technical and Administrative Community

At the FGV/EBAPE, the self-assessment process consisted of setting up its Self-Assessment Committee, with the participation of the entire academic, technical and administrative community.  Moreover, the appraisal process also involves input from representatives of organized civil society who also sit on the Self-Assessment Committee.  The participation of these institutional actors is ascertained at all stages of the self-assessment process.

During the preparation stage, the Self-Assessment Committee prompts these actors to reflect on self-assessment activities while planning the assessment process.

During the implementation stage, these Self-Assessment Committee members are asked to contribute actively to the discussions underpinning the analyses and completion of the information on the ten dimensions assessed by Article 3 of Law Nº 10,861/2004. 

Finally, with the data and information organized, the checked results are written into a final report, still with the active participation of the Self-Assessment Committee members.  In the course of this process, other tools may be used, such as meetings, informative documents (printouts and soft copies), seminars and others.

Use of the Assessment Results

The set of assessments conducted by the FGV/EBAPE underpinned the construction of an information system with an interactive structure that provides input for taking decisions.

Grounded on the collected data, reports are drawn up that allow the institution to address challenges as they appear, underpinning its ongoing academic enhancement process.

The findings are forwarded to Sector Heads and the representatives involved in this process, thus fostering discussions that will ensure the steady improvement to which the FGV/EBAPE is committed. 

The challenges spotlighted by these findings help rank actions by priority over the short, medium and long terms, thus establishing stages for reaching future goals.

The outcomes of the assessments indicate where the actions of the Institution should be reviewed and its strategies redirected.  They also serve as an institutional planning and management tool for overseeing its academic performance and the systematic process of providing information to society.

The resulting reports allow the FGV/EBAPE to pinpoint its strong points and identify the challenges to be surmounted, prompting a process of reflection on the causes of these positive and negative situations and thus ensuring effective direction of its political, academic and scientific management.  These findings also underpin reviews of its action planning and the educational projects of its Programs.