CONCEPTIONS OF ASSESSMENT IN HIGHER EDUCATION
AN EXPLORATORY STUDY OF PORTUGUESE FACULTY
DOI:
https://doi.org/10.18554/rt.v17i3.7450Palabras clave:
Higher Education; Faculty; Teachers Conceptions of assessment (TCoA)Resumen
En el contexto del Proceso de Bolonia, es importante que los educadores comprendan y utilicen la evaluación con fines formativos, así como la evaluación sumativa tradicional. Este estudio exploratorio a pequeña escala puso a prueba el Inventario de Concepciones de los Profesores sobre la Evaluación en el contexto de la enseñanza superior portuguesa. Se sondeó una muestra de conveniencia de profesores de 5 universidades públicas de diferentes áreas científicas (n=185). El análisis factorial confirmatorio descartó el modelo original, definiendo un modelo de cuatro factores (por ejemplo, mejora, calidad de la evaluación, calidad institucional y rechazo al uso de la evaluación) utilizando sólo 15 de los 27 ítems. Los resultados de este estudio indican que, en consonancia con las intenciones de Bolonia, los profesores portugueses parecen tener una visión positiva y constructiva de la evaluación como herramienta para mejorar los resultados y confían en sus prácticas de evaluación. Los profesores están de acuerdo en que la evaluación es un proceso muy importante para mejorar los resultados de los alumnos y rechazan su irrelevancia. Al mismo tiempo, tienen una opinión menos firme, pero positiva, de que la evaluación permite calibrar la calidad institucional. El estudio indica que el Inventario de concepciones de evaluación de los profesores debe complementarse con diferentes ítems y factores para captar la calidad de las concepciones de evaluación de los profesores portugueses de enseñanza superior. Palabras clave: Enseñanza superior; Profesores; Inventario de concepciones de evaluación de los professores
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