System of self-evaluation of accreditation courses in the distance education modality

When self-evaluation of higher education courses guarantees clarity to the issues evaluated and continuing reflection, it helps recognize the specificities and needs of these courses, and indicate possible improvements. The purpose of this article is to present a self-evaluation system for accreditation courses in the distance education modality. It is based on an experience at the Nucleus for Evaluation in the New Technologies Laboratory at the Federal University at Santa Catarina. The self-evaluation system is composed of a set of analytical categories grouped by criteria of increasing particularity and specificity, to facilitate collecting data about reality with lenses that have an increasingly closer focus on educational action. The categories of analysis are dimensions, subdimensions, elements of analysis and indicators. The dimensions of the system, which guide the other categories, are: social body, infrastructure, pedagogy and results. The system proposed is flexible because its components can be adapted according to the configurations of the distance education accreditation course to be evaluated and to the specificities of the educational reality implied by this process.

Key words:
State universities; System of collaboration; Institutional evaluation.