This article initially presents
an overview of the official evaluation,
ENADE / 2012 (National Examination
of Student Performance), highlighting
the graduation in business
Administration, representing a quota of
16.7% of enrollment in classroom
training and 30. 22% of e-learning in
differents instrumental areas excluding
technologists courses. Considering the
distances in quality indicators of training
offered, in which only 6% of the
graduation in business administration
were evaluated with the Concept 5 and
most (43%) received the Concept 3, it is
necessary academics researches to
identify the relationship the impact of
institutional and official assessments for
the improvement of education in the
area. It is suggested the development of
an assessment methodology in
Formative Actions Assessment
Framework model that establishes a
dialogue between the Responsive
Evaluation Stake (1978, apud. LUDKE,
1983) and Training Activities Evaluation
Methodology for Teachers at four levels proposed Imbernon (2011) as an
adaptation of the Evaluation Model for
Training in Kirkpatrick and Kirkpatrick
(2007), defining a framework outlined
by levels: Diagnosis (prologue),
Learning, Transfer and Coverage. For
each proposed level adaptation was
carried of the data collection instruments
and evaluators according to the
specificities of each educational
institution. The purpose of the
application of the framework is to
provide a management in graduation
diagnosis considering an improvement
plan for the training of administrators,
unified by dialogue and joint analysis of
content of learning, applications and
impact on the performance nagers in the
perception of instructors and trainees and
graduates in a systemic and customized
evaluation process.
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