Keywords: Undergraduate Program Evaluation

1. REFERENCES • Abstract:: One important question in education management is the best way to conduct institutional evaluation. This relevant process that helps the institution in its self-knowledge is essential to verify if the institution goals are being achieved and to plan quality improvements. One important matter to be considered is the time between the forms filling by the stakeholders and the reports of the results. If this time is too long the results has a minor impact in the actions that will bring benefits to people that are involved in the process. To deal with this matter a software support is mandatory. This work presents a effort of the institution to establish an evaluation process supported by web-based software. The process was extensively discussed among students, lecturers, coordinators and principals in order to create forms and questions that best fit for each type of stakeholder involved in the process. This work presents the on-line indicators of the institution that are being used to speed up management actions. • System Requirements: • Evaluation should be composed by questionnaires with pre-established questions • Evaluation should be complement with open questions to enable students and lecturers to submit free opinions about every topic related to the institution • The evaluation results should be monitored in real-time allowing course coordinators and principals to take quick actions • It is important that participants can evaluate their issues remotely using internet access. • The necessary information about students and the modules in which they are enrolled must be obtained from the central system of the university • Decisions: • Evaluation system should be composed by four questionnaires • students’ satisfaction about the undergraduate course and the institution. We want to know if the course they are attending was its preferred option and why they chose the course. • students’ perception about the institution infrastructure and the access of the student to administrative structure. • Courses’ evaluation by the students to evaluate the objective of the courses, didactic and organization of the lecturers, teaching materials, the relevance of the subjects addressed in tests, lecturers motivation and students self-assessment • Class’ evaluation by the lecturer. It’s possible to analyze the class by the viewpoint of the lecturer in same aspects, as: objective of the courses, students’ commitment and motivation, the bibliography availability and the background of the students. Undergraduation Course Evaluation: a case of successRegina Lúcia de Oliveira Moraes, José Geraldo Pena de Andrade, Marcelo Gonçalves DiottoSuperior Centre of Technological Education – CESETUniversity of Campinas - UNICAMP, Campinas, Brazilregina@ceset.unicamp.br, josegeraldo@ceset.unicamp.br, marcelo@ceset.unicamp.br Results: Table 1: Students and Lecturers Participation Keywords: Undergraduate Program Evaluation Web-based Undergraduate Program Evaluation Software. Figure 4: Students and Lecturers participation • Conclusions • The use of computer resources aims to stimulate the participation of the people involved in the process, facilitating the filling of the forms and helping to obtain and disseminate the results. • Due to the programming structure of the system, the process coordinators can easily include or exclude new texts and / or questions in the forms, since these information are stored in database management systems and could be easily manipulated. • the evaluation system enables educational institution managers to monitor in real time the progress of evaluation, allowing implement corrective actions during and after the process. Figure 1: Lecturer Status Interface Acknowledgements The authors thanks all CESET/UNICAMP lecturers and students who help us to define the evaluation of the undergraduation course and also for their participation in the evaluation process. Figure 2: Example of the Evaluation’ Contents References Dey, E. L. e Fenty, J. M., 1999. Avaliação em educação superior: técnicas e instrumentos. In: Sousa, E. C. B. M. (Coord.). Técnicas e instrumentos de avaliação. 2ªed., Brasília:Universidade de Brasília, 1999, p. 1-35. Dias Sobrinho, J., 2000. Avaliação da Educação Superior. Petrópolis, Vozes. Freitas, A.L.P. e Arica, G.M., 2008. A auto-avaliação de IES: um modeloparaavaliação das disciplinascurricularessegundo a percepção do corpodiscente. RevistaIberoam. de Educación, no 44/7, enero/2008. ISSN 1681-5653. . Figure 3: Example of Lecturers/Directors Report