This essay is the result of a recovery of concepts on the subject of Evaluation in relation to the Policies for Higher Education, explaining the dichotomous concepts found in specialized literature. Such recovery attempts to contribute to deepening discussions and will focus around the conceptual elements that comprise and are fundamental to understanding the Evaluation of Higher Education, here methodically organized into dichotomies, among which we can mention: Social Quality x Efficiency Quality , Quantitative Evaluation x Qualitative Evaluation, Process Evaluation x Product Evaluation, Overall Evaluation x Punctual Evaluation, Contextual Evaluation x Decontextualized Evaluation, External Evaluation x Internal Evaluation, Formative Evaluation x Punitive Evaluation, among others. Such aspects - presented here as dichotomies - reveal the existence of a plural scenario concerning discussions and positions about Higher Education Evaluation, present not only in the field of academic and administrative management of Higher Education institutions but also in public administration.
Institutional evaluation; Higher education; Dichotomy
