ABSTRACT Objective: The purpose of these guidelines is to provide specific recommendations for the surgical treatment of neck metastases in patients with papillary, follicular, and medullary thyroid carcinomas. Materials and methods: Recommendations were developed based on research of scientific articles (preferentially meta-analyses) and guidelines issued by international medical specialty societies. The American College of Physicians’ Guideline Grading System was used to determine the levels of evidence and grades of recommendations. The following questions were answered: A) Is elective neck dissection indicated in the treatment of papillary, follicular, and medullary thyroid carcinoma? B) When should central, lateral, and modified radical neck dissection be performed? C) Could molecular tests guide the extent of the neck dissection? Results/conclusion: Recommendation 1: Elective central neck dissection is not indicated in patients with cN0 well-differentiated thyroid carcinoma or in those with noninvasive T1 and T2 tumors but may be considered in T3-T4 tumors or in the presence of metastases in the lateral neck compartments. Recommendation 2: Elective central neck dissection is recommended in medullary thyroid carcinoma. Recommendation 3: Selective neck dissection of levels II–V should be indicated to treat neck metastases in papillary thyroid cancer, an approach that decreases the risk of recurrence and mortality. Recommendation 4: Compartmental neck dissection is indicated in the treatment of lymph node recurrence after elective or therapeutic neck dissection; “berry node picking” is not recommended. Recommendation 5: There are currently no recommendations regarding the use of molecular tests in guiding the extent of neck dissection in thyroid cancer.

RESUMO Pretendeu-se compreender a evolução/involução das classificações atribuídas ao domínio “Resultados” em duas escolas próximas geograficamente (E1 e E2), com base em relatórios e contraditórios de avaliação externa de escola, procurando averiguar a existência ou não de coincidências nas apreciações realizadas nas duas avaliações, bem como de influências dos outros domínios. Efetuou-se uma análise de um corpus composto de nove documentos centrado nos relatórios de avaliação externa e nos contraditórios das duas instituições pesquisadas, no âmbito dos dois ciclos de avaliação já concluídos em Portugal (2006-2011 e 2011-2017). Considerando as duas escolas, para a subida generalizada das classificações no domínio “Resultados” contribuíram as evidências registadas no fator/campo de análise relativo aos resultados académicos, bem como as práticas evidenciadas nos domínios “Prestação do serviço educativo” e “Liderança e gestão”.

ABSTRACT It was intended to understand the evolution/involution of the classifications attributed to the evaluation domain “Results”, in two geographically close schools (E1 and E2), considering the reports and contradictions of the external school evaluation, looking for to verify the existence or not of coincidences in the evaluations carried out in the two evaluations, as well as influences from other domains. An analysis of a corpus consisting of nine documents was carried out, centered on the external evaluation reports and on the contradictions of two schools, within the framework of the two external school evaluation cycles already completed in Portugal (2006-2011 and 2011-2017). Considering the two schools, for the generalized increase in the classifications in the “Results” domain, the evidences registered in the factor/field of analysis related to the academic results contributed to it, as well as the practices evidenced in the domains “Providing the educational service” and “Leadership and management”.

RESUMEN Se pretendió comprender la evolución/involución de las clasificaciones atribuidas al dominio “Resultados”, en dos escuelas geográficamente cercanas (E1 y E2), a partir de los informes y las contradicciones de la evaluación externa de la escuela, buscando averiguar la existencia o no de coincidencias en las apreciaciones realizadas en las dos evaluaciones, así como de las influencias de otros dominios. Se realizó un análisis de un corpus de nueve documentos, centrado en los informes de evaluación externa y en las contradicciones de dos escuelas, en el contexto de dos ciclos de la evaluación externa de la escuela ya concluidos en Portugal (2006-2011 y 2011-2017). Considerando las dos escuelas, para la subida generalizada de las clasificaciones en el dominio “Resultados” contribuyeron las evidencias registradas en el factor/campo de análisis relativo a los resultados académicos, así como las prácticas evidenciadas en los dominios “Prestación del servicio educativo” y “Liderazgo y gestión”.

Abstract The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal), in two courses (PM3 and PM4) of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38) at the end of the courses, to identify the students’ strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning.

Resumo: O presente artigo centra-se na avaliação das aprendizagens, um dos aspectos essenciais do ensino superior, com o objectivo de compreender de que modo professores e estudantes percepcionam as práticas de avaliação e em que medida persistem aquelas que se confinam a uma avaliação predominantemente sumativa baseada na aplicação de testes, sem explorar o seu potencial formativo; ou, pelo contrário, se emergem práticas e métodos de avaliação alternativos. Com base na revisão da literatura especializada procura-se num primeiro momento apresentar os novos desenvolvimentos na avaliação das aprendizagens ao nível do ensino superior, nomeadamente as mudanças introduzidas na sequência da implementação do Processo de Bolonha, que pressupõem uma avaliação mais formativa e uma maior diversidade de instrumentos de avaliação. Num segundo momento, se procederá à análise dos dados do inquérito por questionário aplicado a estudantes (n = 4972) e docentes (n =1013) das Universidades de Coimbra, Évora, Lisboa e Minho, no âmbito do projecto AVENA,1 procurando desta forma, conhecer melhor de que modo professores e estudantes se posicionam relativamente à avaliação das aprendizagens neste nível de ensino.

Abstract: This study focuses on the assessment of learning, that is one of the fundamental aspects of higher education, in order to understand the way in which professors and students perceive the evaluation practices and to what extent predominantly summational practices persist based on the application of exams, without leveraging the educational potential or, whether alternative practices and methods of evaluation arise. Based on a review of the specialized literature, this work presents the new developments of learning evaluation in higher education, particularly the changes introduced after the implementation of the Bologne Process, which presumes a more educational assessment and a greater diversity of evaluation tools. At a later stage, we proceed to the analysis of data from a research piece performed by means of a questionnaire applied to students (n = 4972) and teachers (n = 1013) from the Universities of Coímbra, Évora, Lisbon and Minho, in the framework of the AVENA project, in trying to know more about the position of professors and students concerning the evaluation of learning in Higher Education.

Resumen: El presente artículo se enfoca en la evaluación del aprendizaje, uno de los aspectos fundamentales en la educación superior, con el objetivo de comprender la forma en que los profesores y los estudiantes perciben las prácticas de evaluación y en qué medida persisten aquellas que se confinan a una evaluación predominantemente sumativa, basada en la aplicación de exámenes, sin explotar su potencial formativo o, por el contrario, si surgen prácticas y métodos de evaluación alternativos. Con base en la revisión de la literatura especializada, en un primer momento se busca presentar los nuevos desarrollos de la evaluación del aprendizaje en la educación superior, en particular los cambios introducidos después de la implementación del Proceso de Bolonia, lo que presupone una evaluación más formativa y una mayor diversidad de instrumentos de evaluación. En un segundo momento, se procederá al análisis de los datos de una investigación realizada mediante un cuestionario que fue aplicado a estudiantes (n = 4972) y docentes (n = 1013) de las Universidades de Coímbra, Évora, Lisboa y Minho, en el marco del proyecto AVENA, buscando de ese modo saber más sobre la posición que tienen los profesores y los estudiantes en lo que concierne a la evaluación del aprendizaje en ese nivel educativo.