A avaliação institucional e sua relação com a educação de qualidade

Abstract

The article aims to raise the debate on institutional assessment and its relationship with quality education. It is a bibliographical research with a qualitative approach and historical-critical epistemological direction. The results indicate that, currently, most institutional assessments have applied self-assessment questionnaires, covering areas ranging from the institution's physical structure to the assessment of the institutional climate and internal processes. This practice enables a search for results, mobilizing the entire school community. On the other hand, the results of cognitive tests also begin to be taken into account and their analysis starts to allow interventions to be assertive, as expected from a formative assessment. It can be concluded that institutional assessment has a strong relationship with quality education, as it helps to reflect on all institutional processes, which needs to be at the service of the main objective of education, which is student learning.