La evaluación formativa en el desempeño docente Universitario: Revisión sistemática de literatura

La retroalimentación docente en la evaluación del aprendizaje

“…Autores como Silva et al, (2022) aseguran que en la evaluación del aprendizaje se presentan errores frecuentes por parte de los estudiantes, por lo que sugiere que, ante cualquier identificación de inconsistencias y ambigüedad el docente tiene la responsabilidad de informar y corregir, sumado a esto, es necesario que dicha situación se aborde de manera justa, entre docente y estudiante para llegar a un consenso al revisar los contenidos y criterios de la evaluación. Como indica Moreno Olivos (2023) la retroalimentación es un proceso de diálogo o conversación abierta entre el docente y el estudiante, para dar a conocer y aclarar las dudas, inquietudes o comentarios referentes a los resultados obtenidos a partir de las evaluaciones formativas o del aprendizaje, de tal manera que el educando pueda comprender en lo que falló, lo que requiere mejorar y cómo utilizar los errores o desaciertos señalados para mejorar su desempeño en futuras evaluaciones o tareas.…”

Factor structure and invariance of the scale to measure teaching performance in the area of social sciences

“…The measurement of the effectiveness of teaching practice occupies a central place in HEIs strategies, which allows the generation of information on the teaching and learning process that serves as an input to trace routes for improving the quality, relevance, effectiveness and accountability of education systems around the world (Chen and Hoshower, 2003;Liebowitz, 2021;Seivane and Brenlla, 2021;Camacho, 2022;Zhao et al, 2022). In addition, it is a transcendental input for the improvement and feedback of teacher performance in its multiple dimensions, thus attending to the formative function of this process (Marsh, 2007;Luna and Torquemada, 2008;Liebowitz, 2022;Silva et al, 2022).…”

“…Likewise, the purposes of the evaluation of teacher performance have been mainly oriented to condition the hiring or dismissal processes of academic staff, deciding who gets an economic incentive or job promotion based on the result of the teacher evaluation (Stroebe, 2016;Gómez and Valdés, 2019). However, more and more decision makers, education systems and HEIs see an opportunity and advantage in using relatively brief SETs, mid-or end-of-course, to provide formative feedback on teacher performance and competencies (Marsh, 2007;Silva et al, 2022).…”

“…This paper analyzes the psychometric properties and evidence of construct validity of internal structure and invariance of the Teaching Performance Evaluation Scale (EEDDocente, by acronyms in Spanish) applied at the middle of each school stage to assess the performance of each one of the teachers in the different educational programs of the School of Administrative and Social Sciences (FCAyS, for its acronym in Spanish) of the Autonomous University of Baja California (UABC, for its acronym in Spanish). The EEDDocente is applied biannually with the purpose of identifying strengths and weaknesses of teaching performance from the students' perspective and thus provide feedback on teaching and design teacher training and updating courses (Cashin and Downey, 1992;Liebowitz, 2021;Zamora, 2021;Silva et al, 2022).…”