Abstract

MORENO-OLIVOS, Tiburcio. Changing evaluation: A must in times of uncertainty. Alteridad [online]. 2021, vol.16, n.2, pp.223-234. ISSN 1390-8642.  https://doi.org/10.17163/alt.v16n2.2021.05.

The aim of this paper is to discuss the design and major results of a qualitative study on the evaluation practices of faculty from a public university. Data was collected using semi- structured interviews to faculty members who teach undergraduate general courses. The main results of the study include: that the evaluation of students’ learning by faculty is an idiosyncratic and contextualized practice; that the lack of teacher training is a factor that negatively influences evaluation conceptualizations and practices; and, that participatory forms of assessment and evaluation are very incipient. Some main conclusions of the study are: evaluation is still very much faculty-centered; faculty value both the mastery of disciplinary content and the skills through which students express this mastery (verbal and written communication skills, autonomous learning, creativity, critical thinking...); faculty use a diverse and broad evaluation methodology, including written exams, class participation, presentations, and written products (essays, exercises, summaries). They focus these strategies on the evaluation of learning, rather than on an evaluation for learning and as learning.

Keywords : Evaluation; learning evaluation; evaluation for learning; higher education; faculty members; qualitative research.

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