PERFORMANCE FEEDBACK: AN ANALYSIS OF FACULTY EVALUATION CRITERIA AT THE FEDERAL RURAL UNIVERSITY OF THE AMAZON

Abstract

This study analyzed the teaching evaluation system at the Universidade Federal Rural da Amazônia through the lens of feedback principles from Organizational Behavior Management. The qualitative, descriptive, and documentary research was based on the institution's institutional report. Sixteen items from the evaluation instrument were analyzed using the concept of pinpointing—the precise definition of observable, measurable, reliable and active behaviors under the performer's control, an essential premise for guiding performance. Initial data indicated that the original questionnaire contained inconsistencies, characterized by generic and abstract formulations that left room for subjective interpretations. Restructuring these items reduced interpretive gaps and increased compliance across all four dimensions analyzed. Significant progress was noted in the Knowledge and Skills dimension (where alignment rose from 10.71% to 82.14%) and Professional Attitude (from 28.57% to 82.86%). The study concludes that converting abstract criteria into observable behaviors may grant greater transparency, precision, and effectiveness to feedback and the faculty evaluation process.