The Role Families Play in the Institutional Evaluation Processes of the Educative Systems: an Analysis on the Vision of Educative Experts

Abstract

The boom of the evaluation processes of the national educative systems decisively influences the educative agents. Therefore some ground theoretical bases linked to the educative policies have been established and presented the results of the research where, through the Delphi method was asked the opinion of a group of experts on the impact of the institutional evaluation policies in the role played by the families. To accomplish that, two rounds of questions were performed. The first, where through an Open Question Opinion Interview, was asked to define the role family and the students play facing the evaluation policies. The second opinion was gathered using an Open Semi-structured Interview to detect the level of agreement or disagreement on a series of categorized phrases after an analysis of contents.

Among the most outstanding results, a participative perspective and of information receptiveness prevailed in relation to the contents of the primary phrases. While the idea of family control as far as their capacity of exigency registered a much lower intensity, letting us perceive that the level of exigency and supervision are in part restricted. It is also possible to emphasize that the greater degree of concurrence among the experts is shown in items that potency a perspective of the families as informants and as privileged receptors of the evaluation results. While there is less degree of agreement as far as to attribute families with more actives roles on putting in practice the evaluation practices.