Description

The differences found between the evaluation models used and the approaches thateducational communities propose in terms of quality of higher education are many, variedand acute today, since the State, civil society and the market, as systems exert social controlover public policies that runs in the country, respond to interests that are not properlytraining or educational (Van Damme, 2003), because, as House (1976) comments, the systems mentioned are, since their genesis, different and they are framed in power, status and money; thus forming what Clark (1983) calls the triangle of tension, which not only considers the procedures in evaluation, but also the objectives which it arises (Montenegro, 2014b).