Teacher perceptions around the evaluation of learning at the higher educational level: the case of the UABC (Mexico) and the UCM (Spain)

Abstract

During the period 2016-17, a research was carried out whose general objective was to analyze the teaching strategies and the methods of evaluation of the learning of the university teachers in contexts of training of educational agents. For this, the degree in Educational Sciences of the Universidad Autónoma de Baja California (UABC), Mexico and the Faculty of Education of the Universidad Complutense de Madrid (UCM), Spain were considered. The research opted for a qualitative methodological approach to the subjects involved, from which semi-structured interviews were conducted with 19 teachers from the UCM and 5 teachers from the UABC. Based on the objectives of the study and the perceptions provided by the participants, 3 dimensions were identified (teaching strategies, learning strategies and learning assessment), 6 subdimensions and 18 categories of analysis. This article reports the results related to the evaluation of learning dimension, within which two sub-dimensions (functions and strategies/evaluation instruments), seven categories and four sub-categories of analysis were identified. Based on the results generated by this research, it is expected to provide elements that help to better understand the learning assessment strategies currently used by university teachers that form educational agents and the functional evaluation mechanisms to improve student learning, especially those who, at the end of their careers, will be involved in the teaching-learning processes of future generations.