Referências bibliográficas

• [1] BANTA, T. W. Addressing a question of credibility. Assessment Update, v. 24, n. 6, p. 3-4, 2012. BITTENCOURT, H. R. et al. Uma análise da relação entre os conceitos Enade e IDD. Estudos em avaliação educacional, v. 19, n. 40, p. 247-262, 2008. BITTENCOURT, H. R.; OLIVEIRA CASARTELLI, A.; MORAIS RODRIGUES, A. C. Sobre o índice geral de cursos (IGC). Avaliação: Revista da Avaliação da Educação Superior, v. 14, n. 3, 2009. BOGOYA, J. D.; BOGOYA, J. M. An academic value-added mathematical model for higher education in Colombia: Caso de la educación superior en Colombia. Ingeniería e investigación, v. 33, n. 2, p. 76-81, 2013. BORDEN, V. M. H.; YOUNG, J. W. Measurement validity and accountability for student learning. New Directions for Institutional Research, p. 19-37, 2008. BOYAS, E.; BRYAN, L. D.; LEE, T. Conditions affecting the usefulness of pre-and post-tests for assessment purposes. Assessment & Evaluation in Higher Education, v. 37, n. 4, p. 427-437, 2012. BRASIL, L. Decreto Nº 5.773. de 9 de maio de 2006, que dispõe sobre o exercício das funções de regulação, supervisão e avaliação de instituições de educação superior e cursos superiores de graduação e seqüenciais no sistema federal de ensino. Presidencia da República, Brasília, 2006. CAMPOS, S. R. M.; HENRIQUES, R.; YANAZE, M. H. Higher education in Brazil: an exploratory study based on supply and demand conditions. Universal Access in the Information Society, v. 17, n. 4, p. 711-733, 2018. COATES, H. What's the difference? A model for measuring the value added by higher education in Australia. Higher Education Management and Policy, v. 21, n. 1, p. 1-20, 2009. COUTINHO, R. X. et al. Brazilian scientific production in science education. Scientometrics, v. 92, n. 3, p. 697-710, 2012. CUNHA, J. M.; MILLER, T. Measuring value-added in higher education: Possibilities and limitations in the use of administrative data. Economics of Education Review, v. 42, p. 64-77, 2014. CUNHA, J. M.; MILLER, T. Measuring value-added in higher education: Possibilities and limitations in the use of administrative data. Economics of Education Review, v. 42, p. 64-77, 2014. DOUGLASS, J. A.; THOMSON, G.; ZHAO, C.-M. The learning outcomes race: The value of selfreported gains in large research universities. Higher education, v. 64, n. 3, p. 317-335, 2012. FERNANDES, S.; FLORES, M. A.; LIMA, R. M. Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, v. 37, n. 2, p. 163-178, 2012. FERRANTE, F. Assessing quality in higher education: Some caveats. Social Indicators Research, v. 131, n. 2, p. 727-743, 2017. GARCIA, A. A.; NICOLINI, A. M.; ANDRADE, R. O. B. Valor agregado aos estudantes nos cursos de administração: uma comparação do desempenho entre instituições de ensino superior públicas e privadas. Revista Gestão Universitária na América Latina-GUAL, v. 7, n. 2, p. 24-46, 2014. GOLDSTEIN, H.; THOMAS, S. Using examination results as indicators of school and college performance. Journal of the Royal Statistical Society: Series A (Statistics in Society), v. 159, n. 1, p. 149-163, 1996. GRAYSON, J. P. Using surveys to measure 'value added' in skills in four faculties. Canadian Journal of Higher Education, v. 29, n. 1, 1999. GREGORY, S. et al. Gregory, Simon, et al. "Exploring the potential uses of value-added metrics in the context of postgraduate medical education. Medical teacher, v. 38, n. 10, p. 1003-1010, 2016. HERINGER, R. Affirmative action and the expansion of higher education in Brazil. In: ______ Race, Politics, and Education in Brazil. [S.l.]: Springer, 2015. p. 111-13 INEP. Conceito Preliminar de Curso (CPC). INEP, 2015. Disponivel em: . Acesso em: 5 Setembro 2017. INEP. Documentos e Legislação. INEP, 2016. Disponivel em: . Acesso em: 05 Agosto 2017. JOHNES, J. Measuring efficiency: A comparison of multilevel modelling and data envelopment analysis in the context of higher education. Bulletin of Economic Research, v. 58, n. 2, p. 75-104, 2006. JOHNES, J. University rankings: What do they really show? Scientometrics, v. 115, n. 1, p. 585- 606, 2018. KELLY-WOESSNER, A.; WOESSNER, M. Promoting a “House of study”. Society, v. 48, n. 3, p. 227-231, 201 KONG, W.-H.; FU, T.-T. Assessing the performance of business colleges in Taiwan using data envelopment analysis and student based value-added performance indicators. Omega, v. 40, n. 5, p. 541--549, 2012. LETA, J.; GLÄNZEL, W.; THIJS, B. Science in Brazil. Part 2: Sectoral and institutional research profiles. Scientometrics, v. 67, n. 1, p. 87-105, 2006. LIU, O. L. Measuring value-added in higher education: conditions and caveats--results from using the Measure of Academic Proficiency and Progress (MAPP™). Assessment & Evaluation in Higher Education, v. 36, n. 1, p. 81-94, 201 MAGALHÃES CASTRO, M. H. Higher education policies in Brazil: A case of failure in market regulation. In: ______ Higher education in the BRICS countries. [S.l.]: Springer, 2015. p. 271- 289. MCGRATH, C. H. et al. Learning gain in higher education. Santa Monica, CA: RAND Corporation, 2015. MELGUIZO, T.; WAINER, J. Toward a set of measures of student learning outcomes in higher education: evidence from Brazil. Higher Education, v. 72, n. 3, p. 381-401, 2016. MILLA, J.; MARTÍN, E. S.; VAN BELLEGEM, S. Higher education value added using multiple outcomes. Journal of Educational Measurement, v. 53, n. 3, p. 368-400, 2016. MINISTÉRIO DA EDUCAÇÃO. Portaria Normativa nº 4, de 5 de agosto de 2008. Regulamenta a aplicação do conceito preliminar de cursos superiores-CPC, para fins dos processos de renovação de reconhecimento respectivos, no âmbito do ciclo avaliativo do Sinaes instaurado pela Portaria. Diário Oficial da República Federativa do Brasil, 2008. PAMPAKA, M.; WILLIAMS, J.; HUTCHESON, G. Measuring students’ transition into university and its association with learning outcomes. British Educational Research Journal, v. 38, n. 6, p. 1041-1071, 2012. PEREIRA, D.; FLORES, M. A.; NIKLASSON, L. Assessment revisited: a review of research in Assessment and Evaluation in Higher Education. Assessment & Evaluation in Higher Education, v. 41, n. 7, p. 1008-1032, 2016. PICININ, C. T. et al. Comparison of performance of researchers recipients of CNPq productivity grants in the field of Brazilian production engineering. Scientometrics, v. 109, n. 2, p. 855-870, 2016. PIDD, M. Modelagem Empresarial: Ferramentas para tomada de decisão. Porto Alegre: Bookman, 1998. PIKE, G. R. Considerations when Using Value-Added Models in Higher Education Assessment. Assessment Update, v. 28, n. 5, p. 8-10, 2016. POLIDORI, M. M. Políticas de avaliação da educação superior brasileira: Provão, SINAES, IDD, CPC, IGC e. outros índices. Avaliação: Revista da Avaliação da Educação Superior, v. 14, n. 2, 2009. PORTELA, M. C.; CAMANHO, A. S.; KESHVARI, A. Assessing the evolution of school performance and value-added: trends over four years. Journal of Productivity Analysis, v. 39, n. 1, p. 1-14, 2013. RABE-HESKETH, S.; SKRONDAL, A. Multilevel and longitudinal modeling using Stata. [S.l.]: STATA press, 2008. RODGERS, T. Measuring value added in higher education: Do any of the recent experiences in secondary education in the United Kingdom suggest a way forward? Quality assurance in education, v. 13, n. 2, p. 95-106, 2005. ROOHR, K. C.; LIU, H.; LIU, O. L. Investigating student learning gains in college: a longitudinal study. Studies in Higher Education, v. 42, n. 12, p. 2284-2300, 2017. ROSA BECKER, F.; COSTA, L. C. Brazil: Shift of Accountability Incentives. In: ______ Education Policy Reform Trends in G20 Members. [S.l.]: Springer, 2013. p. 173-188. SATOLO, E. G. et al. Perception of the Evolution of Industrial Engineering Areas Based on the Brazilian ENADE-INEP Assessment System. In: ______ Engineering Systems and Networks. [S.l.]: [s.n.], 2017. p. 355--363. SCHWARTZMAN, S. Uses and abuses of education assessment in Brazil. Prospects, v. 43, n. 3, p. 269-288, 2013. SHAVELSON, R. J. Assessing student learning responsibly: From history to an audacious proposal. Change: The Magazine of Higher Learning, v. 39, n. 1, p. 26-33, 2007. SHAVELSON, R. J. et al. On the practices and challenges of measuring higher education value added: The case of Colombia. Assessment & Evaluation in Higher Education, v. 41, n. 5, p. 695- 720, 2016. SOARES, J. F.; RIBEIRO, L. M.; MOURA CASTRO, C. Valor agregado de instituições de ensino superior em Minas Gerais para os cursos de Direito, Administração e Engenharia Civil, 200 SOBRINHO, J. D. Avaliação e transformações da educação superior brasileira (1995-2009): do provão ao SINAES. Avaliação: Revista da Avaliação da Educação Superior, v. 15, n. 1, 2010. STOWELL, M. Equity, justice and standards: assessment decision making in higher education. Assessment & Evaluation in Higher Education, v. 29, n. 4, p. 495-510, 2004. SULIS, I.; PORCU, M. Assessing divergences in mathematics and reading achievement in italian primary schools: a proposal of adjusted indicators of school effectiveness. Social Indicators Research, v. 122, n. 2, p. 607-634, 2015. TREMBLAY, K.; LALANCETTE, D.; ROSEVEARE, D. AHELO Feasibility Study Report. Volume 1 - Design and Implementation. Organization for Economic Co-operation and development (OECD). [S.l.]. 2012. VC SISTEMAS EDUCACIONAIS. Engenharia de Produção – Notas de Corte Sisu 2014 – curso de graduação. Blog do ENEM, 2014. Disponivel em: . Acesso em: 11 Setembro 2017. YORKE, M.; KNIGHT, P. T. Curricula for economic and social gain. Higher Education, v. 51, n. 4, p. 565-588, 2006. ZHANG, L. A value-added estimate of higher education quality of US states. Education Economics, v. 17, n. 4, p. 469-489, 2009.