Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School

The following article corresponds to the synthesis of a research work about the analysis of the Institutional Evaluation Approach applied to the educational management of a private school in the San José Norte Educational Region. The objectives of the analysis lied in identifying theinstitutional ev...

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Main Author: Campos Campos, Ana Jenssie
Format: Artículo
Language: Español
Published: 2015
Subjects:
Online Access: http://revistas.ucr.ac.cr/index.php/gestedu/article/view/8610
http://hdl.handle.net/10669/13075
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spelling RepoKERWA130752017-08-08T18:48:31Z Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School Análisis del Enfoque de Evaluación Institucional aplicado por la Gestión Educativa de Costa Rica Christian School Campos Campos, Ana Jenssie Educación administración de la educación calidad evaluación evaluación institucional enfoques modélicos The following article corresponds to the synthesis of a research work about the analysis of the Institutional Evaluation Approach applied to the educational management of a private school in the San José Norte Educational Region. The objectives of the analysis lied in identifying theinstitutional evaluation approach from the characteristics of the three approaches proposed, as well as on determining the dimensions of the approach used, and a third objective was determining the staff perception of the institution in terms of the level of impact that the institutional evaluation approach has in regard to the organization.The theoretical support for the study is based on three institutional evaluation approaches, that is, curriculum evaluation, from the qualitative paradigm, whose exponents are: Posner, Eisner and Stake, mentioned by Flórez (2003), Stufflebeam and Shinkifield’s CIPP (Context, Input, Processes and Products) evaluation, cited by Bausela (2003), and the self-evaluation approach, Antúnez (2009). The intervention proposal is based on this latter approach. The methodology used for the study is the quantitative-descriptive methodology, and a semistructured and self-applied questionnaire was applied to the organization’s population in the area: teaching, technical-administrative, teaching-administrative and administrative staff.The results produced by the study clearly establish that while it is possible to identify several characteristics of the three approaches proposed, in respect to the determination of the dimensions, it does not establish a specific institutional evaluation approach to be applied by the school educational management. Due to the above, the perception of the participating staff concerning the impact that the evaluation approach applied has on the organization does not represent a significant impact on the organization. From the evaluative duty that educational administration has on each school, the management of an evaluation process will have the objective to determine the existing needs, regardless of the approach used, and also to produce the achievement of the goals proposed by the organization. The above involves an evaluative culture construction process, which currently does not exist either in the Latin American or national educational environment. When this construction is based on the self-evaluation approach, the process becomes participatory, as social actors interact in a direct and reflective manner, which brings about commitment towards the institutional improvement process. Finally includes a program to administrate from the evaluation area. El presente artículo corresponde a una investigación sobre el análisis del enfoque de evaluación institucional que aplica la gestión educativa de un centro escolar privado de la Región Educativa de San José Norte. Para el análisis se consideraron como objetivos: identificar el enfoque de evaluación institucional a partir de las características de tres enfoques sobre evaluación institucional, determinar las dimensiones del enfoque utilizado y como tercer objetivo se propuso determinar la percepción que tiene el personal de la institución sobre el nivel de influencia que tiene sobre la organización el enfoque de evaluación institucional empleado.El sustento teórico del estudio se fundamenta en tres enfoques de evaluación institucional: a saber: evaluación del currículo, desde el paradigma cualitativo, cuyos expositores son: Posner, Eisner y Stake, mencionados por Flórez (2003), evaluación CIPP (Contexto, Entrada, Proceso y Producto) de Stufflebeam y Shinkifield citados por Bausela (2003), y el enfoque de autoevaluación, Antúnez (2009). La propuesta de intervención se basó en este último enfoque.La metodología utilizada para el estudio fue cuantitativa descriptiva, y se utilizó un cuestionario semiestructurado autoadministrado a la población de la organización objeto de estudio en las áreas: docente, técnico-administrativa, administrativa docente y administrativa. Los resultados que arrojó el estudio, muestran que aunque hay algunas características de los tres enfoques propuestos, en cuanto a la determinación de las dimensiones de la evaluación institucional, existe un enfoque de evaluación institucional específico en el centro en estudio. Por lo anterior, la percepción del personal consultado, en cuanto a la influencia que tiene el enfoque de evaluación aplicado en la institución no es significativa. Desde la función de evaluar que tiene la administración de la educación en cada centro educativo, la gestión de un proceso de esta naturaleza, sin importar el enfoque que se utilice, tiene el objetivo de determinar las necesidades existentes y, con ello, de procurar el logro de las metas de la organización. Esto involucra un proceso de construcción de una cultura de evaluación que no existe en el medio educativo latinoamericano ni nacional. Cuando esta construcción se basa en el enfoque de autoevaluación,el proceso es participativo, ya que los actores sociales interactúan de manera directa y reflexiva, lo que proporciona compromiso con el proyecto de mejora institucional. Se finaliza con una propuesta de intervención desde la gestión educativa en el área de evaluación. 2015-05-20T16:36:37Z 2015-05-20T16:36:37Z 2011-06-30 00:00:00 2015-05-20T16:36:37Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://revistas.ucr.ac.cr/index.php/gestedu/article/view/8610 http://hdl.handle.net/10669/13075 10.15517/rge.v1i1.8610 es Gestión de la educación Vol. 1 Núm. 1 2011 1-32 application/pdf
institution Universidad de Costa Rica
collection Repositorio KERWA
language Español
topic Educación
administración de la educación
calidad
evaluación
evaluación institucional
enfoques modélicos
spellingShingle Educación
administración de la educación
calidad
evaluación
evaluación institucional
enfoques modélicos
Campos Campos, Ana Jenssie
Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School
description The following article corresponds to the synthesis of a research work about the analysis of the Institutional Evaluation Approach applied to the educational management of a private school in the San José Norte Educational Region. The objectives of the analysis lied in identifying theinstitutional evaluation approach from the characteristics of the three approaches proposed, as well as on determining the dimensions of the approach used, and a third objective was determining the staff perception of the institution in terms of the level of impact that the institutional evaluation approach has in regard to the organization.The theoretical support for the study is based on three institutional evaluation approaches, that is, curriculum evaluation, from the qualitative paradigm, whose exponents are: Posner, Eisner and Stake, mentioned by Flórez (2003), Stufflebeam and Shinkifield’s CIPP (Context, Input, Processes and Products) evaluation, cited by Bausela (2003), and the self-evaluation approach, Antúnez (2009). The intervention proposal is based on this latter approach. The methodology used for the study is the quantitative-descriptive methodology, and a semistructured and self-applied questionnaire was applied to the organization’s population in the area: teaching, technical-administrative, teaching-administrative and administrative staff.The results produced by the study clearly establish that while it is possible to identify several characteristics of the three approaches proposed, in respect to the determination of the dimensions, it does not establish a specific institutional evaluation approach to be applied by the school educational management. Due to the above, the perception of the participating staff concerning the impact that the evaluation approach applied has on the organization does not represent a significant impact on the organization. From the evaluative duty that educational administration has on each school, the management of an evaluation process will have the objective to determine the existing needs, regardless of the approach used, and also to produce the achievement of the goals proposed by the organization. The above involves an evaluative culture construction process, which currently does not exist either in the Latin American or national educational environment. When this construction is based on the self-evaluation approach, the process becomes participatory, as social actors interact in a direct and reflective manner, which brings about commitment towards the institutional improvement process. Finally includes a program to administrate from the evaluation area.
format Artículo
author Campos Campos, Ana Jenssie
author_sort Campos Campos, Ana Jenssie
title Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School
title_short Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School
title_full Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School
title_fullStr Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School
title_full_unstemmed Analysis of the institutional evaluation approach applied to the educational management of Costa Rica Christian School
title_sort analysis of the institutional evaluation approach applied to the educational management of costa rica christian school
publishDate 2015
url http://revistas.ucr.ac.cr/index.php/gestedu/article/view/8610
http://hdl.handle.net/10669/13075
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score 11.4861355