{"id":1664,"date":"2017-09-07T14:32:11","date_gmt":"2017-09-07T13:32:11","guid":{"rendered":"https:\/\/educ-sup-aula-test.azurewebsites.net\/?p=1664\/"},"modified":"2024-09-16T18:54:36","modified_gmt":"2024-09-16T16:54:36","slug":"tema-3-l-avaluacio-de-la-qualitat","status":"publish","type":"post","link":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/tema-3-l-avaluacio-de-la-qualitat\/","title":{"rendered":"Tema 3. L&#8217;avaluaci\u00f3 de la qualitat"},"content":{"rendered":"<h2><strong>Tema 3. L&#8217;avaluaci\u00f3 de la qualitat<\/strong><\/h2>\n<p>Si definir la qualitat en l&#8217;educaci\u00f3 superior \u00e9s una empresa complexa, incloure els models d&#8217;avaluaci\u00f3, els processos i els diferents agents que hi intervenen no \u00e9s menys complicat. Podr\u00edem afirmar que l&#8217;avaluaci\u00f3 de la qualitat, tamb\u00e9 en educaci\u00f3 superior, es basa fonamentalment en el cicle de qualitat i en l&#8217;establiment d&#8217;uns est\u00e0ndards d&#8217;avaluaci\u00f3. La qualitat no \u00e9s nom\u00e9s un concepte polis\u00e8mic, com hem vist en el tema 1, sin\u00f3 tamb\u00e9 multifac\u00e8tic.<\/p>\n<h2><strong>Recurs 1. Cap\u00edtol de llibre imprescindible<\/strong><\/h2>\n<div class=\"featured imprescindible\"><div class=\"content\"><strong>Rodr\u00edguez Espinar, S.<\/strong> (2013). \u00abEl debate de la calidad en la educaci\u00f3n superior\u00bb. A: <em>La evaluaci\u00f3n de la calidad en la educaci\u00f3n superior <\/em>(p\u00e0gs. 100-109). Madrid: Editorial S\u00edntesis.<\/p>\n<p>Cal prestar especial atenci\u00f3 a les figures 4.1 i 4.2.<\/div><a href=\"\/wp-content\/uploads\/2017\/09\/64004.pdf\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link PDF\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--material-pdf\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link PDF<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<p>A les p\u00e0gines propostes s&#8217;explica que l&#8217;avaluaci\u00f3 de l&#8217;educaci\u00f3 superior es basa en l&#8217;espiral de l&#8217;avaluaci\u00f3 de la qualitat. A m\u00e9s, es consideren quatre components que han de ser avaluats en la unitat d&#8217;ensenyament a nivell institucional: context, <em>inputs<\/em>, proc\u00e9s i producte.<\/p>\n<figure id=\"attachment_2704\" aria-describedby=\"caption-attachment-2704\" style=\"width: 801px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-2704 size-full\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.1.png\" alt=\"\" width=\"801\" height=\"568\" srcset=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.1.png 801w, \/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.1-300x213.png 300w, \/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.1-768x545.png 768w\" sizes=\"(max-width: 801px) 100vw, 801px\" \/><figcaption id=\"caption-attachment-2704\" class=\"wp-caption-text\">Figura 4.1. El proc\u00e9s global d&#8217;avaluaci\u00f3 de la qualitat de l&#8217;ensenyament<\/figcaption><\/figure>\n<figure id=\"attachment_2694\" aria-describedby=\"caption-attachment-2694\" style=\"width: 801px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-2694 size-full\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.2.png\" alt=\"\" width=\"801\" height=\"584\" srcset=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.2.png 801w, \/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.2-300x219.png 300w, \/wp-content\/uploads\/2017\/09\/m2352_t3_figura_4.2-768x560.png 768w\" sizes=\"(max-width: 801px) 100vw, 801px\" \/><figcaption id=\"caption-attachment-2694\" class=\"wp-caption-text\">Figura 4.2. El marc global de refer\u00e8ncia per a l&#8217;avaluaci\u00f3 de la qualitat de l&#8217;ensenyament superior<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>Despr\u00e9s d&#8217;haver llegit amb deteniment aquest recurs, s&#8217;hauria de poder contestar a les preguntes seg\u00fcents:<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><br \/>\nPel que fa a l&#8217;espiral de la qualitat (figura 4.1):<\/p>\n<ul>\n<li>Quina part \u00e9s interna i quina part \u00e9s externa?<\/li>\n<li>Per qu\u00e8 es diu que el proc\u00e9s de la qualitat \u00e9s c\u00edclic?<\/li>\n<li>Quins s\u00f3n els elements fonamentals que asseguren la qualitat d&#8217;un proc\u00e9s d&#8217;avaluaci\u00f3 de la qualitat?<\/li>\n<\/ul>\n<p>Pel que fa al multifacetisme en l&#8217;avaluaci\u00f3 d&#8217;un programa (figura 4.2):<\/p>\n<ul>\n<li>Quins s\u00f3n els <em>inputs<\/em>?<\/li>\n<li>Quins s\u00f3n els processos?<\/li>\n<li>I la tipologia de resultats?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n<h2><strong>Recurs 2. V\u00eddeo il\u00b7lustratiu de YouTube<\/strong><\/h2>\n<div class=\"featured complementario\"><div class=\"content\"><strong>Buzun-Miller, M.; Mainero, R.<\/strong> (2015). <em>CIPP Model of evaluation de Daniel Stufflebeam<\/em> [v\u00eddeo de YouTube]. <!-- &lt;<a href=\"https:\/\/www.youtube.com\/watch?v=qOcm5nT-o2U\">https:\/\/www.youtube.com\/watch?v=qOcm5nT-o2U<\/a>&gt; --><\/div><a href=\"https:\/\/www.youtube.com\/watch?v=qOcm5nT-o2U\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link externo\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--external-link\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link externo<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<div class=\"featured-video entrevistas\"><div class=\"content\"><\/p>\n<p><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/qOcm5nT-o2U?rel=0\" width=\"760\" height=\"560\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><\/div><div style=\"clear:both\"><\/div><\/div>\n<p>La sigla CIPP representa els quatre conceptes b\u00e0sics del model: context, <em>inputs<\/em>, proc\u00e9s i producte. Aquest enfocament, desenvolupat al final de la d\u00e8cada dels anys seixanta, busca millorar i aconseguir la rendici\u00f3 de comptes en la programaci\u00f3 educativa mitjan\u00e7ant un enfocament de <em>learning by doing<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<h2><strong>3.1. Les funcions i els models de l&#8217;avaluaci\u00f3 de qualitat<\/strong><\/h2>\n<p>Els diferents models d&#8217;avaluaci\u00f3 haurien de donar resposta al context en el qual s&#8217;inscriuen. L&#8217;objectiu d&#8217;aquest apartat \u00e9s identificar, de manera molt succinta, els models d&#8217;avaluaci\u00f3 i el paper de la garantia de la qualitat en funci\u00f3 dels problemes\/q\u00fcestions per resoldre\/tractar.<\/p>\n<p>A les assignatures <em>L&#8217;avaluaci\u00f3 externa: finalitats, marcs regionals i est\u00e0ndards<\/em> i <em>Processos i metodologies d&#8217;avaluaci\u00f3 externa<\/em> s&#8217;aprofundir\u00e0 en els models d&#8217;avaluaci\u00f3 de la qualitat existents, tant des del punt de vista del seu plantejament i filosofia com des de la seva aplicaci\u00f3 pr\u00e0ctica. Aqu\u00ed nom\u00e9s apuntarem que la finalitat de l&#8217;avaluaci\u00f3 de la qualitat en educaci\u00f3 pot ser d&#8217;una simple inspecci\u00f3, en la qual es verifica que l&#8217;objecte d&#8217;avaluaci\u00f3 compleix els requisits establerts, o pot estar orientada a millorar. Els principis moderns de l&#8217;avaluaci\u00f3 i la gesti\u00f3 de la qualitat (orientaci\u00f3 al client, gesti\u00f3 per processos, entre d&#8217;altres) influeixen en l&#8217;avaluaci\u00f3 de la qualitat educativa. S&#8217;ha incorporat la gesti\u00f3 de la qualitat, els or\u00edgens de la qual estan en l&#8217;\u00e0mbit empresarial, en el m\u00f3n de la formaci\u00f3 superior i en les seves diferents variants, com els sistemes de control, de garantia, els plans de millora i els mecanismes de rendici\u00f3 de comptes.<\/p>\n<h2><strong>Recurs 1. Glossari imprescindible<\/strong><\/h2>\n<div class=\"featured imprescindible\"><div class=\"content\"><strong>Costes, N.; Helle, E. (eds.); Crozier, F.; Cullen, P.; Grifoll, J.; Harris, N.; Sohm, K.<\/strong> (2008). <em>Quality procedures in the european higher education area and beyond: second ENQA survey<\/em>. Helsinki: <em>Associaci\u00f3 Europea<\/em> per a <em>la Garantia de la Qualitat <\/em> de l&#8217;Educaci\u00f3 Superior (ENQA). <\/div><a href=\"http:\/\/www.enqa.eu\/indirme\/papers-and-reports\/occasional-papers\/ENQA Occasional papers 14.pdf\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link PDF\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--material-pdf\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link PDF<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<p>En el glossari proposat per <em>l&#8217;Associaci\u00f3 Europea<\/em> per a <em>la Garantia de la Qualitat <\/em>de l&#8217;Educaci\u00f3 Superior es recullen diferents models d&#8217;avaluaci\u00f3 de la qualitat. Despr\u00e9s d&#8217;haver-lo llegit amb deteniment, s&#8217;hauria de poder contestar a les preguntes seg\u00fcents:<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><\/p>\n<ul>\n<li>Qu\u00e8 vol dir avaluar?<\/li>\n<li>Qu\u00e8 vol dir acreditar?<\/li>\n<li>Qu\u00e8 vol dir auditar?<\/li>\n<li>On resideixen les difer\u00e8ncies principals entre models?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n<h2><strong>Recurs 2. Article imprescindible<\/strong><\/h2>\n<div class=\"featured imprescindible\"><div class=\"content\"><strong>Westerheijden, D. F.; Stensaker, B.; Rosa, M. J.; Corbett, A<\/strong>. (2014). \u00abNext generations, catwalks, random walks and arms races: Conceptualising the development of quality assurance schemes\u00bb. A: <em>European Journal of Education<\/em> (vol. 49, n\u00fam. 3, p\u00e0g. 421-434).<\/div><a href=\"https:\/\/doi.org\/10.1111\/ejed.12071\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link PDF\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--material-pdf\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link PDF<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<p>Donald F. Westerheijden \u00e9s un dels investigadors principals del Centre d&#8217;Estudis sobre Pol\u00edtiques d&#8217;Educaci\u00f3 Superior (CHEPS) de la Universitat de Twente (Pa\u00efsos Baixos), on des de fa m\u00e9s de vint anys coordina la investigaci\u00f3 sobre la gesti\u00f3 de la qualitat.<\/p>\n<p>Aquest article presenta una tipologia basada en la literatura de la garantia de la qualitat. El document aplica la tipologia al desenvolupament de la garantia de qualitat en tres pa\u00efsos; finalment, s&#8217;analitzen les fortaleses i debilitats de l&#8217;enfocament de modelitzaci\u00f3 a la llum de l&#8217;evid\u00e8ncia emp\u00edrica. L&#8217;article conclou amb un debat sobre les orientacions futures per a l&#8217;estudi comparatiu del canvi de pol\u00edtiques en l&#8217;Espai Europeu d&#8217;Educaci\u00f3 Superior sobre la base d&#8217;aquesta conceptualitzaci\u00f3 de l&#8217;evoluci\u00f3 de la pol\u00edtica de garantia de qualitat.<\/p>\n<p>Despr\u00e9s d&#8217;haver-lo llegit amb deteniment, s&#8217;hauria de poder contestar a les preguntes seg\u00fcents:<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><\/p>\n<ul>\n<li>Qu\u00e8 diferencia l&#8217;avaluaci\u00f3 de la qualitat com a estrat\u00e8gia de l&#8217;avaluaci\u00f3 de la qualitat com a opci\u00f3 simb\u00f2lica?<\/li>\n<li>Quins riscos hi ha quan l&#8217;avaluaci\u00f3 de la qualitat no est\u00e0 consensuada entre l&#8217;administraci\u00f3 que la impulsa i les institucions que l&#8217;han de implantar?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n<h2><strong>Recurs 3. Article il\u00b7lustratiu<\/strong><\/h2>\n<div class=\"featured complementario\"><div class=\"content\"><strong>Jeliazkova, M.; Westerheijden, D. F.<\/strong> (2001). \u00abA next generation of quality assurance models: on phases, levels and circles in policy development\u00bb [confer\u00e8ncia]. A: <em>CHER 14th Annual Conference <\/em>(taula 1, p\u00e0g. 3).<\/div><a href=\"http:\/\/doc.utwente.nl\/56078\/\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link PDF\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--material-pdf\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link PDF<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<p>La taula identificada com a recurs ajuda a visualitzar el paper de l&#8217;avaluaci\u00f3 de la qualitat en funci\u00f3 de les q\u00fcestions que s&#8217;han de tractar o resoldre.<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><\/p>\n<ul>\n<li>Creus que la proposta de fases seq\u00fcencials que cont\u00e9 la taula es correspon amb la realitat? Per qu\u00e8?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n<h2><strong>Recurs 4. Cap\u00edtol de llibre per aprofundir<\/strong><\/h2>\n<div class=\"featured profundizar\"><div class=\"content\"><strong>Rodr\u00edguez Espinar, S.<\/strong> (2013). \u00abEl debate de la calidad en la educaci\u00f3n superior\u00bb. A: <em>La evaluaci\u00f3n de la calidad en la educaci\u00f3n superior <\/em>(p\u00e0g. 67-92). Madrid: Editorial S\u00edntesis.<\/div><a href=\"http:\/\/biblioteca.uoc.edu\/prestatgeries\/articles\/protegits\/M2352_M2452\/60853.pdf\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link PDF\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--material-pdf\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link PDF<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<p>Aquest recurs es recomana a aquells estudiants que necessitin aprofundir en els models d&#8217;avaluaci\u00f3 de la qualitat de l&#8217;educaci\u00f3 superior, tenint en compte que \u00e9s un tema que es treballa en profunditat en les assignatures <em>L&#8217;avaluaci\u00f3 externa: finalitats, marcs regionals i est\u00e0ndards <\/em>i <em>Processos i metodologies d&#8217;avaluaci\u00f3 externa<\/em>.<\/p>\n<p>Despr\u00e9s d&#8217;haver-lo llegit amb deteniment, s&#8217;hauria de poder contestar a les preguntes seg\u00fcents:<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><\/p>\n<ul>\n<li>Quina \u00e9s la difer\u00e8ncia entre un proc\u00e9s orientat a la millora i una acreditaci\u00f3?<\/li>\n<li>Qu\u00e8 \u00e9s una acreditaci\u00f3 <em>ex ante<\/em>?<\/li>\n<li>En qu\u00e8 es diferencien aquests processos amb l&#8217;auditoria de qualitat?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n<h2><strong>Recurs 5. Entrevistes (en format v\u00eddeo) il\u00b7lustratives<\/strong><\/h2>\n<h3>5.1. Fragment de l&#8217;entrevista a H\u00e9ctor Sauret, Argentina<\/h3>\n<div class=\"videowrapper entrevistas\">\n                    <div class=\"videocontent\">\n                        <video data-url-desk=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_mkt9unvd\/flavorId\/1_6l59w6eg\/format\/url\/protocol\/https\/a.mp4\" data-url-trans=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_002_CAT.pdf\" data-url-down=\"http:\/\/uoc.tv.am.uoc.es\/educ-sup\/m2452_t3_002_escriptori.mp4\" data-url-mobile=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_mkt9unvd\/flavorId\/1_i4w9ick7\/format\/url\/protocol\/https\/a.mp4\" id=\"1778236632144\" class=\"video-js vjs-default-skin vjs-big-play-centered video-js-fullscreen\" controls preload=\"metadata\" width=\"auto\" height=\"auto\" poster=\"\"><track kind=\"subtitles\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_002_CAT.vtt\" label=\"Subt\u00edtulos\" \/>\n                                <p class=\"vjs-no-js\">error video<\/p>\n                        <\/video>\n                <\/div>\n            <\/div>\n<p>L&#8217;entrevistat incideix en els judicis col\u00b7legiats i en la qualitat com a millora.<\/p>\n<h3>5.2. Fragment de l&#8217;entrevista a Manuel Cort\u00e9s Fontcuberta Abucci, Per\u00fa<\/h3>\n<div class=\"videowrapper entrevistas\">\n                    <div class=\"videocontent\">\n                        <video data-url-desk=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_4ogkdrad\/flavorId\/1_f4vmb3sq\/format\/url\/protocol\/https\/a.mp4\" data-url-trans=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_003_CAT.pdf\" data-url-down=\"http:\/\/uoc.tv.am.uoc.es\/educ-sup\/m2452_t3_003_escriptori.mp4\" data-url-mobile=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_4ogkdrad\/flavorId\/1_n207pzs1\/format\/url\/protocol\/https\/a.mp4\" id=\"1778236569380\" class=\"video-js vjs-default-skin vjs-big-play-centered video-js-fullscreen\" controls preload=\"metadata\" width=\"auto\" height=\"auto\" poster=\"\"><track kind=\"subtitles\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_003_CAT.vtt\" label=\"Subt\u00edtulos\" \/>\n                                <p class=\"vjs-no-js\">error video<\/p>\n                        <\/video>\n                <\/div>\n            <\/div>\n<p>L&#8217;entrevistat contrasta la norma ISO amb l&#8217;acreditaci\u00f3 institucional i program\u00e0tica.<\/p>\n<h3>5.3. Fragment de l&#8217;entrevista a Ronny Heintze, Alemanya<\/h3>\n<div class=\"videowrapper entrevistas\">\n                    <div class=\"videocontent\">\n                        <video data-url-desk=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_sza4muks\/flavorId\/1_q6erlx48\/format\/url\/protocol\/https\/a.mp4\" data-url-trans=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_004_CAT.pdf\" data-url-down=\"http:\/\/uoc.tv.am.uoc.es\/educ-sup\/m2452_t3_004_escriptori.mp4\" data-url-mobile=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_sza4muks\/flavorId\/1_r80g39cj\/format\/url\/protocol\/https\/a.mp4\" id=\"1778236538581\" class=\"video-js vjs-default-skin vjs-big-play-centered video-js-fullscreen\" controls preload=\"metadata\" width=\"auto\" height=\"auto\" poster=\"\"><track kind=\"subtitles\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_004_CAT.vtt\" label=\"Subt\u00edtulos\" \/>\n                                <p class=\"vjs-no-js\">error video<\/p>\n                        <\/video>\n                <\/div>\n            <\/div>\n<p>L&#8217;entrevistat presenta els avantatges i els inconvenients de l&#8217;acreditaci\u00f3 de programes davant de l&#8217;acreditaci\u00f3 d&#8217;institucions.<\/p>\n<h2><strong>Recurs 6. Informe per aprofundir<\/strong><\/h2>\n<div class=\"featured profundizar\"><div class=\"content\"><strong>Marmolejo, F.<\/strong>\u00a0(2016). \u00abTypology of tertiary education quality framework components\u00bb. A:\u00a0<em>What matters most for tertiary education systems: a framework paper<\/em>\u00a0(n\u00fam. 11, p\u00e0g. 37-38). Banc Mundial.<\/div><a href=\"http:\/\/wbgfiles.worldbank.org\/documents\/hdn\/ed\/saber\/supporting_doc\/Background\/TED\/SABER_Tertiary_%20Framework.pdf\" target=\"_blank\" class=\"link\">\n\t\t\t\t\t\t<span aria-label=\"Link PDF\" role=\"button\">\n  \t\t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--material-pdf\"><\/span>\n\t\t\t\t\t\t\t<span class=\"icon-alt\">Link PDF<\/span>\n\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a><div style=\"clear:both\"><\/div><\/div>\n<p>Aquest recurs ofereix una visi\u00f3 integrada que permet l&#8217;autoavaluaci\u00f3 del sistema d&#8217;educaci\u00f3 superior d&#8217;un pa\u00eds, des de les seves pol\u00edtiques fins als marcs reguladors.<\/p>\n<p>Despr\u00e9s d&#8217;haver-lo llegit amb deteniment, s&#8217;hauria de poder contestar a la pregunta seg\u00fcent:<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><\/p>\n<ul>\n<li>Quina seria la puntuaci\u00f3 del meu pa\u00eds al subest\u00e0ndard 5.1, \u00abAccreditation and institutional quality standards\u00bb, de l&#8217;est\u00e0ndard 5 de garantia de qualitat?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n<p>&nbsp;<\/p>\n<h2><strong>3.2. Els grups d&#8217;inter\u00e8s<\/strong><\/h2>\n<p>En l&#8217;avaluaci\u00f3 de la qualitat intervenen diferents agents que, com hem vist anteriorment, aporten diferents perspectives al concepte de qualitat. La integraci\u00f3 dels agents implica una visi\u00f3 rica i complexa de la realitat avaluada.<\/p>\n<p>Els agents es poden classificar de diferents maneres. Una d&#8217;elles \u00e9s segons si s\u00f3n interns o externs a la instituci\u00f3 educativa. Entre els interns es troben responsables acad\u00e8mics, estudiants, personal docent i investigador, personal d&#8217;administraci\u00f3 i serveis; entre els externs, graduats, ocupadors, futurs estudiants, fam\u00edlies, governs, etc. Els agents tenen diferents rols en el proc\u00e9s d&#8217;avaluaci\u00f3: experts acad\u00e8mics, professionals i estudiants, metod\u00f2legs, entre d&#8217;altres. Cada grup o agent aporta la seva visi\u00f3 i incideix en la millora de la qualitat; ha d&#8217;actuar amb independ\u00e8ncia i evitar el conflicte d&#8217;interessos.<\/p>\n<p>Les diferents perspectives que els grups d&#8217;inter\u00e8s aporten a la concepci\u00f3 de la qualitat es tornen a esmentar en l&#8217;assignatura <em>L&#8217;avaluaci\u00f3 externa: Finalitats, marcs regionals i est\u00e0ndards<\/em>.<\/p>\n<h2><strong>Entrevistes (en format v\u00eddeo) imprescindibles<\/strong><\/h2>\n<h3>1.1. Fragment de l&#8217;entrevista a H\u00e9ctor Sauret, Argentina<\/h3>\n<div class=\"videowrapper entrevistas\">\n                    <div class=\"videocontent\">\n                        <video data-url-desk=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_nexlqhhe\/flavorId\/1_c2nqxmrj\/format\/url\/protocol\/https\/a.mp4\" data-url-trans=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_005_CAT-1.pdf\" data-url-down=\"http:\/\/uoc.tv.am.uoc.es\/educ-sup\/m2452_t3_005_escriptori.mp4\" data-url-mobile=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_nexlqhhe\/flavorId\/1_7lev0dv0\/format\/url\/protocol\/https\/a.mp4\" id=\"1778236579277\" class=\"video-js vjs-default-skin vjs-big-play-centered video-js-fullscreen\" controls preload=\"metadata\" width=\"auto\" height=\"auto\" poster=\"\"><track kind=\"subtitles\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_005_CAT.vtt\" label=\"Subt\u00edtulos\" \/>\n                                <p class=\"vjs-no-js\">error video<\/p>\n                        <\/video>\n                <\/div>\n            <\/div>\n<h3>1.2. Fragment de l&#8217;entrevista a Manuel Cort\u00e9s Fontcuberta Abucci, Per\u00fa<\/h3>\n<div class=\"videowrapper entrevistas\">\n                    <div class=\"videocontent\">\n                        <video data-url-desk=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_lnyiwqex\/flavorId\/1_1wn9sl11\/format\/url\/protocol\/https\/a.mp4\" data-url-trans=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_006_CAT.pdf\" data-url-down=\"http:\/\/uoc.tv.am.uoc.es\/educ-sup\/m2452_t3_006_escriptori.mp4\" data-url-mobile=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_lnyiwqex\/flavorId\/1_00myjl1t\/format\/url\/protocol\/https\/a.mp4\" id=\"1778236539589\" class=\"video-js vjs-default-skin vjs-big-play-centered video-js-fullscreen\" controls preload=\"metadata\" width=\"auto\" height=\"auto\" poster=\"\"><track kind=\"subtitles\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_006_CAT.vtt\" label=\"Subt\u00edtulos\" \/>\n                                <p class=\"vjs-no-js\">error video<\/p>\n                        <\/video>\n                <\/div>\n            <\/div>\n<h3>1.3. Fragment de l&#8217;entrevista a Francisco Marmolejo, del Banc Mundial<\/h3>\n<div class=\"videowrapper entrevistas\">\n                    <div class=\"videocontent\">\n                        <video data-url-desk=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_i7pj600y\/flavorId\/1_ti2gbbke\/format\/url\/protocol\/https\/a.mp4\" data-url-trans=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_007_CAT.pdf\" data-url-down=\"http:\/\/uoc.tv.am.uoc.es\/educ-sup\/m2452_t3_007_escriptori.mp4\" data-url-mobile=\"https:\/\/cdnapisec.kaltura.com\/p\/2453002\/sp\/245300200\/playManifest\/entryId\/1_i7pj600y\/flavorId\/1_dld6inj4\/format\/url\/protocol\/https\/a.mp4\" id=\"1778236550849\" class=\"video-js vjs-default-skin vjs-big-play-centered video-js-fullscreen\" controls preload=\"metadata\" width=\"auto\" height=\"auto\" poster=\"\"><track kind=\"subtitles\" src=\"\/wp-content\/uploads\/2017\/09\/m2352_t3_007_CAT.vtt\" label=\"Subt\u00edtulos\" \/>\n                                <p class=\"vjs-no-js\">error video<\/p>\n                        <\/video>\n                <\/div>\n            <\/div>\n<p>Es presenten tres fragments d&#8217;entrevistes en qu\u00e8 s&#8217;esmenta el paper dels principals agents d&#8217;inter\u00e8s.<\/p>\n<p>Les preguntes que caldria poder respondre despr\u00e9s de la visualitzaci\u00f3 dels tres fragments s\u00f3n les seg\u00fcents:<\/p>\n<div class=\"featured sabias-que\"><div class=\"content\"><\/p>\n<ul>\n<li>Quins s\u00f3n els agents o grups d&#8217;inter\u00e8s implicats en la garantia de la qualitat de l&#8217;educaci\u00f3 superior?<\/li>\n<li>Tenen la mateixa import\u00e0ncia\/rellev\u00e0ncia?<\/li>\n<\/ul>\n<p><\/div><span aria-label=\"Sabias que\" role=\"button\">\n  \t\t\t\t\t\t<span aria-hidden=\"true\" class=\"icon icon--library-respons\"><\/span>\n\t\t\t\t\t\t<span class=\"icon-alt\">Sabias que<\/span>\n\t\t\t\t\t<\/span><div style=\"clear:both\"><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Tema 3. L&#8217;avaluaci\u00f3 de la qualitat Si definir la qualitat en l&#8217;educaci\u00f3 superior \u00e9s una empresa complexa, incloure els models d&#8217;avaluaci\u00f3, els processos i els diferents agents que hi intervenen no \u00e9s menys complicat. Podr\u00edem afirmar que l&#8217;avaluaci\u00f3 de la qualitat, tamb\u00e9 en educaci\u00f3 superior, es basa fonamentalment en el cicle de qualitat i en [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[11,12],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/posts\/1664"}],"collection":[{"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/comments?post=1664"}],"version-history":[{"count":2,"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/posts\/1664\/revisions"}],"predecessor-version":[{"id":4673,"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/posts\/1664\/revisions\/4673"}],"wp:attachment":[{"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/media?parent=1664"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/categories?post=1664"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educ-sup-test.aula.uoc.edu\/ca\/wp-json\/wp\/v2\/tags?post=1664"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}