Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities

Abstract

The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task.
This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality.
The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies.
The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.

Beneficios de la distribución de cuestionarios web de valoración docente a través de mensajería SMS en el ámbito universitario: tasas de participación, inversión de tiempo al completar el cuestionario y plazos de recogida de datos

“…Aun cuando no existe un consenso en el número de dimensiones a considerar, estas oscilan entre cinco y nueve dimensiones o categorías en la mayor parte de los instrumentos de evaluación docente (Alija, Manuel, Ramos, & Pérez, 2017). En lo referente a los ítems a evaluar, en distintos estudios podemos encontrar cuestionarios con preguntas abiertas, cuestionarios que combinan preguntas abiertas con preguntas cerradas (Nasser-Abu Alhija & Fresko, 2009) e incluso cuestionarios apoyados en episodios de comportamiento (Martin-Raugh, Tannenbaum, Tocci, & Reese, 2016;Matosas-López, Aguado-Franco & Gómez-Galán). No obstante, en la inmensa mayoría de los casos, las instituciones adoptan escalas de Likert de cinco grados (de 1-Muy en desacuerdo a 5-Muy de acuerdo) en las que el estudiante manifiesta su nivel de acuerdo con uno o varios ítems descriptivos de la dimensión a evaluar (Leguey-Galán, Leguey-Galán, & Matosas-López, 2018;Lizasoain-Hernández, Etxeberria-Murgiondo, & Lukas-Mujika, 2017;Lukas, Santiago, Etxeberria, & Lizasoain, 2014).…”

Supporting the development of critical data literacies in higher education: building blocks for fair data cultures in society

“…However, collecting data for success or, from another perspective, obtaining data to assess teaching quality, poses a challenge (Matosas-López et al 2019 ). The data used for assessing teaching quality do not usually refer to teaching performance, but rather reflect other aspects.…”

O Uso De Recursos Tecnológicos Na Educação Escolar

“…No entanto, estamos convencidos de que esta perspectiva, em relação às TIC e ao seu envolvimento na educação, não é a mais correcta. Embora, naturalmente, a sua utilização como recursos educativos esteja fora de qualquer dúvida -e por isso, por exemplo, centrámo-los pessoalmente em diferentes investigações (GÓMEZ GALÁN e MATEOS, 2002;PÉREZ PARRAS e GÓMEZ GALÁN, 2015;MATOSAS, et al, 2019;GÓMEZ GALÁN, et al, 2020), não devem ser considerados, actualmente, apenas como novos instrumentos provenientes de áreas de gestão de informação e centrados em determinadas funções.…”