Evaluation for Teachers and Students in Higher Education

Abstract

It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student’s initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned—one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience.

An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

“…Nevertheless, the process is not exempt from difficulties [14], as this research has revealed. These difficulties not only appear in the assessing process but also in the calculation of the multiple assessments; therefore, the use of specific platforms, designed by some authors [1], is advised. The bibliometric study conducted by [22] warns that it is also required to elucidate the typologies, models, and specific assessment practices alternative to the traditional ones by means of a formal exam.…”

“…Assessment is an essential, particular, and delicate element within the learningteaching process, with manifesting implications on other elements (aim, content, and competence identification, as well as for method, grouping, activity, and resource selection). It constitutes the first, the last, and the recurring element [1]. Traditionally, assessment has been more associated to teaching and, therefore, to the teacher, following the accountability model.…”

“…Nevertheless, it would be advisable to combine it with a procedural and attitudinal assessment, which would call for new processes, moments, spaces, and assessment tests, as well as for a new channel to conclude the assessing task, written and non-written, on-site and off-site. Among them, online digital platforms [1,8] can be pinpointed, which have already been employed for didactic tasks, but not for the assessing phase. This will bring about initial assessments, as well as continuous and procedural ones, in detriment of the traditional exclusive final or result assessment; that is to say, they should provide feedback but also feedforward on the process [9].…”

“…Nonetheless, there are still many practices and schools where the traditional assessment models are the ones mainly or exclusively employed [10]. Even though it is noted that every complementation effort with other models is praiseworthy [1,11,12], given the multiple aims of the assessment process, a multiple assessment is required, concerning results and efforts, moments and processes, techniques and instruments, spaces and contexts, etc. [8,13].…”

Leveraging AI and Machine Learning for National Student Survey: Actionable Insights from Textual Feedback to Enhance Quality of Teaching and Learning in UK’s Higher Education

“…Decisions made by schools influence their students' potential outcomes and chances, and the delayed effects of public examinations and evaluations are perhaps more critical [1]. More recently, it has been argued that evaluation methods in higher education require a change to include elements within the university didactic assessment strategies, such as co-assessment and self-assessment [2,3].…”