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This article presents a theoretical review of the main evaluation approaches that marked the trajectory of educational evaluation in the international scenario. This is a bibliographical research that, based on the assessment literature, aimed at studying the various dimensions and different meanings that have historically constituted the educational evaluation field. Seven evaluation approaches are described: goal-based evaluation, evaluation based on scientific logic, value-based evaluation, decision-making evaluation, consumer-oriented evaluation, participant-centered evaluation, and qualitative evaluation. Each one of them is characterized according to its protagonists, objectives, conceptual approaches, theoretical orientations deriving from methodological assumptions, and the scholars who continued their respective approaches. Such international literature had a strong influence on Brazilian evaluation researchers who, based on these references, sought to support a field of knowledge that is still in the process of constitution and strengthening in our country. Resumo Este artigo apresenta uma revisao teorica das principais abordagens de avaliacao que marcaram a trajetoria da avaliacao educacional no cenario internacional. Trata-se de uma pesquisa bibliografica que, referenciada na literatura da avaliacao, busca estudar as variadas dimensoes e os diferentes sentidos que constituiram historicamente o campo da avaliacao educacional. Sao descritas sete abordagens de avaliacao: a avaliacao baseada em objetivos, a avaliacao baseada na logica cientifica, a avaliacao baseada no valor agregado, a avaliacao a servico da decisao, a avaliacao orientada para consumidores, a avaliacao centrada nos participantes e a avaliacao qualitativa. Cada uma dessas abordagens e caracterizada segundo seus protagonistas, objetivos, enfoques conceituais, orientacoes teoricas decorrentes de pressupostos metodologicos e os estudiosos que deram continuidade nas suas respectivas abordagens. Essa literatura internacional exerceu forte influencia sobre os pesquisadores brasileiros da avaliacao que, fundamentados nesses referenciais, buscaram sustentar uma area de conhecimento que ainda se encontra em processo de constituicao e fortalecimento em nosso pais. Keywords : Educational evaluation, Evaluation approaches, Theories on evaluation. Palavras-chave : Avaliacao educacional, Abordagens de avaliacao, Teorias em avaliacao. References ALKIN, Marvin C.; CHRISTIE, Christina A. An evaluation theory tree. In: ALKIN, Marvin C. (Ed.). Evaluation roots : tracing theorists’ views and influences. London: Sage, 2004. p. 381-392. CAMPBELL, Donald T.; STANLEY, Julian C. Experimental and quasi-experimental designs for research on teaching. In: GAGE, N. L. (Ed.). Handbook of research on training . Chicago: Rand McNally, 1963. p. 1-84. DE KETELE, Jean-Marie. L’evaluation conjuguee en paradigmes. Revue Francaise de Pedagogie , Lyon, n. 103, p. 59-80, 1993. DIAS SOBRINHO, Jose. Campo e caminhos da avaliacao: a avaliacao da educacao superior no Brasil. In: FREITAS, Luiz Carlos (Org.). Avaliacao : construindo o campo e a critica. Florianopolis: Insular, 2002. p. 13-62. FERNANDES, Domingos. Acerca da articulacao de perspectivas e da construcao teorica em avaliacao educacional. In: ESTEBAN, Maria Teresa; AFONSO, Almerindo Janela (Orgs.). Olhares e interfaces : reflexoes criticas sobre a avaliacao. Sao Paulo: Cortez, 2010. p. 15-44. GUBA, Egon G.; LINCOLN, Yvonna S. Avaliacao de quarta geracao . Trad. Beth Honorato. Campinas: Editora da Unicamp, 2011. HOUSE, Ernest; HOWE, Kenneth R. Deliberative democratic evaluation in practice. In: STUFFLEBEAM, Daniel L.; MADAUS, George F.; KELLAGHAN, Thomas (Eds.). Evaluation models : viewpoints on educational and human services evaluation. Boston: Kluwer Academic Publishers, 2000. p. 409-422. MACDONALD, Barry. Uma classificacao politica dos estudos avaliativos. In: GOLDBERG, Maria Amelia Azevedo; SOUSA, Clarilza Prado de (Orgs.). Avaliacao de programas educacionais : vicissitudes, controversias, desafios. Sao Paulo: EPU, 1982. p. 16-17. OWSTON, Ron. Models and Methods for Evaluation. In: SPECTOR, J. Michael et al. (Eds.). Handbook of Research on Educational Communications and Technology. New York: Lawrence Erlbaum Associates, 2008. p. 605-618. PARLETT, Malcolm; HAMILTON, David. Avaliacao Iluminativa: uma nova abordagem no estudo de programas inovadores. In: GOLDBERG, Maria Amelia Azevedo; SOUSA, Clarilza Prado de (Orgs.). Avaliacao de programas educacionais : vicissitudes, controversias, desafios. Sao Paulo: EPU, 1982. p. 38-45. SANDERS, William L.; HORN, Sandra P. The Tennessee value-added assessment system (TVAAS): mixed model methodology in educational assessment. Journal of Personnel Evaluation in Education , New York, v. 8, n. 3, p. 299-311, 1994. SANDERS, William L.; RIVERS, June C. Cumulative and residual effects of teachers on future student academic achievement . Knoxville: University of Tennessee Value-Added Research and Assessment Center, 1996. STAKE, Robert E. Evaluation the arts in education : a responsive approach. Columbus: Merril, 1975a. STAKE, Robert E. Program evaluation, particularly responsive evaluation . Kalamazoo: Western Michigan University Evaluation Center, 1975b. (Occasional paper n. 5). STUFFLEBEAM, Daniel L. Evaluation models. New directions for evaluation , San Francisco, n. 89, p. 7-98, 2001. STUFFLEBEAM, Daniel L.; SHINKFIELD, Anthony L. Evaluacion sistematica : guia teorica y practica. Trad. Carlos Losilla. Barcelona: Paidos, 1987. WORTHEN, Blaine R.; SANDERS, James S.; FITZPATRICK, Jody L. Avaliacao de programas : concepcoes e praticas. Trad. Dinah de Abreu Azevedo. Sao Paulo: Gente, 2004.

revista eletrônica de educação

Abordagens de avaliação educacional: a constituição do campo teórico no cenário internacional (Educational evaluation approaches: constitution of the theoretical field in the international scenario)