SIGAA Apresentação Avaliação Curricular

Summary

This presentation focuses on curricular evaluation, highlighting the comparison between the current CIAC system at UFBA and the new CGA system. It explains key concepts like the nature of disciplines, mandatory and elective components, and how equivalencies and complementary activities influence curricular evaluation. The session also covers how these systems manage course loads, student progress, and adjustments within the curricular structure. The goal is to prompt reflection on how existing evaluation criteria can adapt to the new systems for better academic management.

Takeaways

• 😀 Curricular evaluation is the process of assessing a student's compliance with the required coursework and components of their academic program.
• 😀 The main focus of the presentation is on the transition from the CIAC system to the new CGA system at UFBA, with an emphasis on automated curricular evaluation.
• 😀 Curricular structure refers to the list of mandatory, optional, and free workload components that define the academic program and its requirements.
• 😀 Mandatory components must be completed by students, while optional components allow flexibility in course selection based on a predetermined list of electives.
• 😀 Free components, distinct from mandatory and optional ones, allow students to take courses that are not specified within the curricular structure.
• 😀 Equivalency rules allow students to fulfill course requirements with equivalent components, ensuring flexibility and alignment with the program's pedagogical goals.
• 😀 The nature of a course component (mandatory, optional, or free) is central to determining a student's progress in meeting curricular requirements.
• 😀 The system now supports automated evaluation, which updates students' academic records in real time, reflecting their progress and course completion status.
• 😀 In the new system, equivalency is tracked globally and may not be retroactive, unlike the manual approach in the CIAC system, where equivalency was applied as soon as it was registered.
• 😀 The scope of curricular evaluation includes monitoring mandatory, optional, and complementary workloads, ensuring that students meet all necessary academic criteria for graduation.
• 😀 Reflection on the presentation encourages participants to consider how their current curricular evaluation processes align with the new system and identify areas for improvement.

Q & A

What is the primary objective of this presentation?

The primary objective is to introduce concepts related to curricular evaluation and help attendees begin evaluating the necessary adaptations in processes related to achieving this objective.

How will the presentation compare the CIAC system and the CGA system?

The presentation compares the CIAC system used by UFBA with the new CGA system to analyze the concepts that influence curricular evaluation, including the nature of the discipline, electives, equivalencies, and the impact of curricular evaluation in the new system.

What does the term 'curricular structure' refer to in the SIGA system?

In the SIGA system, the 'curricular structure' refers to the list of minimum course workloads by nature and the list of curricular components required in the course's pedagogical project.

Why is curricular evaluation currently disabled in SEAC?

Curricular evaluation is disabled in SEAC due to issues such as integration rules not being registered in the system and the subjectivity of some pedagogical project definitions, making automated evaluation incompatible.

What are the different types of curricular components defined in the script?

The types of curricular components include mandatory components, optional components, and free components. Additionally, there are complementary activities, which involve extracurricular activities like courses and research.

What is the role of the 'nature' of a curricular component?

The 'nature' of a curricular component defines its role within the curricular structure. It can be mandatory, optional, or free, determining whether the student must complete the component or if it is part of a list of elective options.

How does the system handle optional and mandatory workloads?

Mandatory components must be completed as specified in the curriculum, while optional components provide a range from which students can choose. For optional components, the total workload must exceed the mandatory workload to give students a choice.

What are optional groups in a curriculum, and how are they created?

Optional groups are created by the board within a list of optional components to define specific optional workloads. This ensures that students gain minimum knowledge within a defined subgroup of electives.

What is the difference between 'nature' in CIAC and SIGA systems?

In CIAC, different nomenclatures were used for components (e.g., 'seminar' for mandatory components), whereas SIGA uses fixed natures such as mandatory, optional, and free. These labels are defined by the pedagogical project and can vary between courses in CIAC.

What is the concept of equivalence in the curricular structure?

Equivalence refers to the idea that one curricular component can fulfill the same pedagogical objectives as another, even if they have different formats or contents. Equivalence is typically defined between departments or boards and can be unidirectional, meaning that if A is equivalent to B, B is not necessarily equivalent to A.

How is curricular evaluation carried out in SIGA compared to SEAC?

In SIGA, curricular evaluation is automated and continuously updated, reflecting the student's progress. It automatically adjusts the student's status, such as graduation or enrollment priority. In SEAC, curricular evaluation is manually handled by the collegiate and SUPAC, particularly for graduating students.