Percepción del profesorado universitario sobre la calidad de las tareas de evaluación de los resultados de aprendizaje

  1. Lukas Mujika, José-Francisco 1
  2. Ponce-González, Nicolás 2
  3. Rodríguez Gómez, Gregorio 2
  4. María Soledad Ibarra Saiz
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Cátedra UNESCO en Evaluación, Innovación y Excelencia en Educación. Grupo de investigación EVALfor. Universidad de Cádiz. España
Journal:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Year of publication: 2023

Issue Title: Education in Present Age / La educación en la era actual

Volume: 29

Issue: 1

Type: Article

DOI: 10.30827/RELIEVE.V29I1.27404 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Abstract

Assessment of whether learning outcomes have been achieved requires teaching, assessment and learning to be constructively aligned, highlighting the importance of designing assessment tasks that meet the necessary quality conditions to strengthen student learning. This study was carried out to analyse university lecturers’ perception of their design characteristics in the assessment tasks as part of their evaluative practice. The study followed a mixed methodology (exploratory sequential design) using the RAPEVA questionnaire -Self-report from teaching staff on their practice in learning outcome assessment. This questionnaire collected opinions from 416 teachers working at six public universities in various Spanish autonomous regions. The transparency, through information provided to the students, and the depth of the tasks are two aspects often mentioned by the teachers. On the other hand, feedback or participation from students in assessment processes are aspects which teachers consider less important. This detects differences in perception depending on the university, the field of knowledge and how secure and satisfied the teachers feel regarding the assessment system. In accordance with the results, future lines of research are suggested that favour greater understanding of evaluative practices in higher education.

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