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Self-evaluation

PPGBA Self-Assessment Policy

The PPGBA self-assessment policy aims to identify the Program's main strengths and weaknesses. The initially established policy was based on three pillars: (1) evaluation carried out by an External Committee; (2) Evaluation of the teaching-learning process through the assessment of students and faculty regarding the courses taught; (3) Evaluation of alumni concerning their admission to PPGBA, training, and professional performance.

Implementation of the PPGBA Self-Assessment Plan

Self-assessment is the process of evaluating oneself, also called internal or institutional evaluation. Its primary objective is formative and focused on learning, and once planned and implemented, it enables reflection on the context and adopted policies, as well as the systematization of data leading to decision-making. CAPES recognizes the need to expand the focus of postgraduate program evaluations, acknowledging that self-assessment can provide more support for the development of a quality postgraduate system. In this regard, internal discussions within PPGBA have focused on mechanisms for internal evaluation, which contribute to building the Program’s identity beyond the minimum standards ensured by external evaluations.

Thus, in 2019, PPGBA began adopting certain self-assessment mechanisms, involving the participation of various academic and external stakeholders (faculty, students, alumni, and staff). The self-assessment policy was implemented with the goal of identifying the Program’s main strengths and weaknesses. The initially established policy consisted of three pillars: (1) evaluation carried out by an External Committee; (2) Evaluation of the teaching-learning process based on students’ and faculty’s assessments of the courses taught; (3) Alumni evaluation regarding their admission to PPGBA, training, and professional performance.

The UFRPE Graduate Studies Dean's Office also implemented a self-assessment model for its graduate programs, and in 2020, adjustments were made to PPGBA's internal evaluation mechanisms and procedures to align with the Institutional model, incorporating short-, medium-, and long-term goals. Looking ahead to the next four-year period, PPGBA aims to consolidate a well-defined identity and mission that will guide its actions, considering the multidimensional model currently being discussed by the Committee monitoring the evaluation process of CAPES' National Postgraduate Plan. The results of the Institutional self-assessment of UFRPE’s Graduate Programs can be accessed at: https://www.ufrpe.br/br/content/cpa-divulga-relat%C3%B3rio-integral-de-avalia%C3%A7%C3%A3o-da-ufrpe-0.

Evaluation of the Teaching-Learning Process Adopted by PPGBA

Student Evaluation

The methodology used to evaluate the teaching-learning process was based on an online questionnaire (Google Forms) designed for student assessment. The questions were divided into three sections: course content evaluation, faculty evaluation, and self-assessment. At the end of each course, students received a link via email and had seven days to complete the questionnaire. Courses were rated on a scale from 1 to 5, where 1 represented "not satisfied" and 5 represented "very satisfied."

The questions for PPGBA student evaluation included:

Course Content Evaluation:

  • Topic coverage
  • Provided bibliography
  • Clarity of objectives
  • Achievement of objectives
  • Contribution of the course to students' intellectual development
  • Overall evaluation of the course

Faculty Evaluation:

  • Clarity of explanations
  • Coherence in content development
  • Encouragement of student participation
  • Demonstration of subject matter expertise
  • Use of accessible language for better understanding
  • Integration of research results and updated materials into lessons
  • Establishment of a positive relationship with students and availability for assistance
  • Connection between theory and practice, respecting course specifics
  • Links between course content and other courses within the graduate program
  • Respect for students’ limitations or difficulties
  • Punctuality in starting and ending classes
  • Faculty attendance consistency
  • Overall faculty performance evaluation

Student Self-Assessment:

  • Attendance in over 70% of classes
  • Participation in activities proposed by faculty
  • Contribution of the course to their academic training
  • Identification of any difficulties during the course

Faculty Evaluation

The methodology for evaluating the faculty's perception of the teaching-learning process was based on a questionnaire prepared in Word®, containing the following questions:

  • Do students have a satisfactory level of prior knowledge to take the course?
  • Did students manage to establish a connection between the course and other graduate program courses?
  • Were students regular in attendance?
  • Were students punctual?
  • Did students participate in the proposed activities?
  • Was students' attitude toward the faculty appropriate?
  • Were students able to relate the course to their research project (master's or doctoral)?
  • Were students motivated to participate in the course?
  • In your perception, did students take the course to fulfill credit requirements or because they believed it would contribute to their education (for elective courses)?
  • Did students use creativity to address topics discussed in class?
  • How would you evaluate the overall performance of students in the course?
  • What strengths would you highlight about the course you taught in terms of the teaching-learning process?
  • What weaknesses would you highlight, and what suggestions would you make?

Alumni Self-Assessment

PPGBA is committed to encouraging its doctoral alumni to apply for public competitions for positions in universities and research centers, as well as teaching positions in both public and private higher education institutions and research institutes in Brazil.

Following the established planning guidelines, the PPGBA coordination developed a questionnaire sent to alumni to evaluate the Program's significance in their academic training and to determine their current professional activities. Based on the responses, the following statistical data can be presented:

  • 91% of alumni were satisfied with the selection process for PPGBA admission. Among the 9% who were not satisfied, 58% suggested that the best admission format would be a combination of a specific test, an interview, a curriculum evaluation, and a language test.
  • 92% responded that the number of available PPGBA slots was satisfactory.
  • 80% disagreed with the idea that the number of slots should be reduced based on the number of scholarships provided by funding agencies.

The educational background of PPGBA alumni is highly diverse, primarily comprising veterinarians, biological science graduates, and biologists, as well as professionals from fields such as biomedical sciences, dentistry, physiotherapy, and nutrition. The complete survey results are available at: http://www.pgba.ufrpe.br/?q=pt-br/noticia/resultado-da-autoavaliacao-interna-do-ppgba-respondida-por-alunos-egressos.

The CAME/UFRPE develops monitoring and follow-up actions for UFRPE alumni, considering professional training opportunities, continuing education, job market insertion, and institutional actions to meet scientific, market, economic, and social demands.

Coordinator: Vera Lúcia Pereira de Souza.
This monitoring is carried out through social media and email:

Several PPGBA alumni, particularly those with doctoral degrees, have been approved in public competitions and are currently employed in different educational and research institutions across Brazil. PPGBA welcomes faculty from other institutions in Pernambuco and other states, who, after returning to their home institutions, maintain permanent contact with PPGBA professors, assisting in the formation of new research groups and the establishment of new graduate programs.