Brito, M.I.M. and Araújo, M.V.P. and Brito, M.L.A. and Silva, D.C. and Santana, B.C. and Alves, R.C.A. and Burgoyne, J.G. and Araújo, A.G. (2018) Evaluation process in the application of case teaching method in management education: A study in the perception of professors from Brazilian universities:12th International Symposium on Project Approaches in Engineering Education and 17th International Conference on Active Learning in Engineering Education, PAEE/ALE 2020. In: UNSPECIFIED.
Full text not available from this repository.Abstract
Active methodologies allow the use of evaluation formats that cover weaknesses of current evaluation methods (Mansur & Alves, 2018). As for teaching cases, Dalfovo (2013) and Ribeiro (2016) discuss the lack of systematic assessment. The work aims to understand the evaluation process in the application of the case method in management courses at Brazilian universities, with specific objectives: to describe the planning process in the application of learning evaluation; investigate the adoption of instruments and strategies used in case evaluation for teaching; identify the monitoring adopted in the evaluation and identify a suggestion for improvement from the data of the evaluation carried out with the students. This is a multiple and exploratory case study. A semi-structured interview script was applied with management professors from two Brazilian universities. The data were discussed from the qualitative approach adopting content analysis. The results of the research are similar to the studies on evaluation in teaching methods, although none of them is the method of the case. All teachers surveyed carry out planning, corroborating the studies by Silva, Santos & Paixão (2014). Some teachers value the moment of the evaluation, elaborating the teaching plan (Tormena & Figueiredo, 2010). Otherwise, the group plans to value the forms of evaluation adopted (Fernandes & Fialho, 2012). Regarding assessment instruments (Depresbiteris & Tavares, 2009), most teachers use student observation. In the monitoring of the evaluation, a large part of it does so through group discussions (Depresbiteris & Tavares, 2017). With the results of the evaluation, most teachers perceive the need for the student to know the theory to associate the content with the resolution of the case (Miranda, 2008). The findings of the work are the different ways of planning, the observation of groups as an assessment tool, as well as the follow-up of discussions, based on these observations and the importance of theory for solving the case. © 2020 University of Minho. All rights reserved.