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Elaboración de un instrumento para la evaluación de la docencia por parte de los estudiantes para el Instituto Tecnológico de Costa Rica

TL;DR: In this paper, an instrumento of evaluacion docente was presented, with 32 items separados in 12 dimensions with a valorization of 6 puntos and an escala for conocer the importancia of 4 puntos.
Abstract: La presente investigacion tiene como objetivos principales determinar si el instrumento para evaluar la docencia en el Instituto Tecnologico de Costa Rica (ITCR) puede identificar una docencia de calidad por parte del profesorado, cuales son los niveles de validez, fiabilidad y sesgos en el instrumento y finalmente poder suministrar un nuevo instrumento al Instituto para evaluar al profesorado. Para ello, se elaboro un instrumento de evaluacion docente tomando como base el utilizado en el ITCR, el instrumento conto con 32 items separados en 12 dimensiones con una escala de valoracion del desempeno de 6 puntos y una escala para conocer la importancia de los items de 4 puntos. Este instrumento se aplico entre las semanas 14 y 15 del segundo semestre del ano 2009, a 86 profesores y a sus respectivos grupos de estudiantes, para un total de 1698 estudiantes principalmente de tercer, cuarto y quinto ano de distintas carreras de pregrado. Entre los resultados mas significativos se encontro que la ensenanza impartida por los profesores es de calidad, ya que asi lo indican tanto los profesores como los estudiantes; el instrumento se considera como valido para evaluar la docencia porque principalmente existe relacion significativa en la comparacion entre las valoraciones de desempeno del profesorado con la importancia de los items para todos los estudiantes; y el instrumento presenta muy buenos niveles de fiabilidad tanto en los items de desempeno como de importancia. Ademas, cabe destacar que las caracteristicas mas importantes a tener en cuenta en las evaluaciones tanto para los profesores como para los estudiantes fueron: el dominio de la materia mostrado por el profesor, si el profesorado resolvio acertadamente las dudas de los estudiantes, trato a los estudiantes con respeto y consideracion, expuso la materia con claridad y precision; asi como si las evaluaciones reflejaron adecuadamente los contenidos del curso, la claridad de las preguntas, problemas y/o asignaciones que conforman las evaluaciones, y en consecuencia si califico las evaluaciones con cuidado e imparcialidad. Asimismo, se recomienda el instrumento para ser utilizado para evaluar la docencia en el Instituto Tecnologico de Costa Rica, ya que presenta altos niveles de fiabilidad y de validez y, por el contrario, bajos niveles de sesgo.
Citations
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Journal Article
TL;DR: In this article, the evaluation of teachers in higher education has long been considered as one of the important issues in personnel management, which brings an important task to higher educational reforms, and it is an urgent task to find out a better method for evaluation.
Abstract: Evaluation of teachers in higher education has long been considered as one of the important issues in personnel management. With further reforms on personnel system, management by capacity in the past has to be changed into management by responsibility. Evaluation of teachers after appointment turns out to be more important. So, it is an urgent task to find out a better method for evaluation, which brings an important task to higher educational reforms.

26 citations

15 Dec 2014
TL;DR: In this article, caracteristicas mas sobresalientes de la evaluacion del desempeno docente in las universidades publicas de la Ciudad de Mexico, asi como algunos aspectos positivos that pudieran ser adoptados, are sintetizan.
Abstract: En este texto se sintetizan las caracteristicas mas sobresalientes de la evaluacion del desempeno docente en las universidades publicas de la Ciudad de Mexico, asi como algunos aspectos positivos que pudieran ser adoptados. La presencia de este tipo de evaluacion es universal y esta asociada a los programas de compensacion economica y acreditacion, lo que confirma la influencia de las politicas publicas de evaluacion. Predomina la evaluacion del desempeno docente mediante la opinion de los estudiantes, obtenida a traves de cuestionarios; esta supone una alta especializacion de conocimiento tecnico de quienes asumen esta responsabilidad, por lo que las universidades deben facilitar la participacion de especialistas y el desarrollo de programas de formacion profesional ad hoc. Aun son pocos los esfuerzos de evaluacion vinculados con acciones institucionales de apoyo a los academicos para mejorar su labor como docentes. En este documento se proponen algunas acciones para mejorar los procesos de evaluacion vigentes.

18 citations

Book ChapterDOI
01 Jan 2016

2 citations

Journal Article
TL;DR: In this article, the authors used a teacher portfolio as an instrument for evaluating faculty members who participated in a preparation program in Southeast Mexico and found that portfolios were valuable both for evaluation and for improvement purposes.
Abstract: This paper presents the findings of a study that used a teacher portfolio as instrument for evaluating faculty members who participated in a preparation program in Southeast Mexico. Findings of the study indicate that portfolios were valuable both for evaluation and for improvement purposes. The study is part of a larger research endeavor: Model fro the development and assessment of academic competencies developed by the Red de Desarrollo y Evaluacion de Competencias Academicas (PROMEP).

1 citations

References
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Book
01 Jan 1968
TL;DR: In this paper, the authors present a survey of test theory models and their application in the field of mental test analysis. But the focus of the survey is on test-score theories and models, and not the practical applications and limitations of each model studied.
Abstract: This is a reprint of the orginal book released in 1968. Our primary goal in this book is to sharpen the skill, sophistication, and in- tuition of the reader in the interpretation of mental test data, and in the construction and use of mental tests both as instruments of psychological theory and as tools in the practical problems of selection, evaluation, and guidance. We seek to do this by exposing the reader to some psychologically meaningful statistical theories of mental test scores. Although this book is organized in terms of test-score theories and models, the practical applications and limitations of each model studied receive substantial emphasis, and these discussions are presented in as nontechnical a manner as we have found possible. Since this book catalogues a host of test theory models and formulas, it may serve as a reference handbook. Also, for a limited group of specialists, this book aims to provide a more rigorous foundation for further theoretical research than has heretofore been available.One aim of this book is to present statements of the assumptions, together with derivations of the implications, of a selected group of statistical models that the authors believe to be useful as guides in the practices of test construction and utilization. With few exceptions we have given a complete proof for each major result presented in the book. In many cases these proofs are simpler, more complete, and more illuminating than those originally offered. When we have omitted proofs or parts of proofs, we have generally provided a reference containing the omitted argument. We have left some proofs as exercises for the reader, but only when the general method of proof has already been demonstrated. At times we have proved only special cases of more generally stated theorems, when the general proof affords no additional insight into the problem and yet is substantially more complex mathematically.

6,814 citations

Book
01 Jan 2010
TL;DR: In this paper, the ABC's of Assigning Grades are used to describe the process of meeting a class for the first time, as well as the steps to facilitate active learning.
Abstract: Part I: GETTING STARTED. 1. Introduction. 2. Countdown for Course Preparation. 3. Meeting a Class for the First Time. Part II: BASIC SKILLS FOR FACILITATING STUDENT LEARNING. 4. Reading as Active Learning. 5. Facilitating Discussion: Posing Problems, Listening, Questioning. 6. How to Make Lectures More Effective. 7. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function. 8. Testing: The Details. 9. Good Designs for Written Feedback for Students. 10. The ABC's of Assigning Grades. Part III: UNDERSTANDING STUDENTS. 11. Motivation in the College Classroom. 12. Teaching Culturally Diverse Students. 13. Dealing with Student Problems and Problem Students (There's Almost Always at Least One!). Part IV: Adding to Your Repertoire of Skills and Strategies for Facilitating Active Learning. 14. Active Learning: Group-based Learning. 15. Experiential Learning: Case-based, Problem-based, and Reality-based. 16. Using High-Stakes and Low-Stakes Writing to Enhance Learning. 17. Technology and Teaching. Part V: SKILLS FOR USE IN OTHER TEACHING SITUATIONS. 18. Teaching Large Classes (You Can Still Get Active Learning!). 19. Laboratory Instruction: Ensuring an Active Learning Experience. Part VI: Teaching for Higher-Level Goals. 20. Teaching Students How to Become More Strategic and Self-Regulated Learners. 21. Teaching Thinking. 22. The Ethics of Teaching and the Teaching of Ethics. Part VII: LIFELONG LEARNING FOR THE TEACHER. 23. Vitality and Growth Throughout Your Teaching Career.

1,993 citations

Journal ArticleDOI
TL;DR: This paper examined both response rates and nonresponse bias across four survey administration groups: paper-only, paper with web option, web only with response incentive, and web-only without response incentive.
Abstract: Using data collected as part of the second pilot administration of Your First College Year (YFCY), a national survey of first-year college students, this study was designed to examine both response rates and nonresponse bias across four survey administration groups: paper-only, paper with web option, web-only with response incentive, and web-only without response incentive. Findings indicate that response rates vary by mode of administration. Moreover, predictors of response differed by administration group. Results are discussed in light of the recent surge of interest in online survey research.

1,422 citations

Journal ArticleDOI
TL;DR: This article provided an overview of findings and of research methodology used to study students' evaluations of teaching effectiveness, and examined implications and directions for future research, concluding that students' ratings are primarily a function of the instructor who teaches a course rather than the course that is taught, and relatively valid against a variety of indicators of effective teaching.

1,315 citations

Journal ArticleDOI

1,163 citations


"Elaboración de un instrumento para ..." refers background in this paper

  • ...…supervisores (Escudero, 1991; Fernández y Coppola, 2008; González Such, 2012; Jornet et al., 2003), exalumnos (Escudero, 1991; González Such, 2012; Marsh, 2007), observación en la clase (Stronge, 1997; Wolfer y Johnson, 2003), el autoinforme (Escudero, 1991; Stronge, 1997), materiales (González…...

    [...]

  • ...…1980, 1981; Costin, Greenough y Menges, 1971; De Wolf, 1974; Doyle, 1975, 1983; Escudero, 1991; Feldman, 1976a, 1976b, 1977, 1978, 1979, 1983, 1984; Kulik y McKeachie, 1975; Marsh, 1980, 1982a, 1984, 1987a, 2007; McKeachie, 1979, 1990; Murray, 1980; Overall y Marsh, 1982; Wolfer y Johnson, 2003....

    [...]

  • ...Sin embargo, también son utilizadas las evaluaciones de los mismos profesores (autoevaluación) (González Such, 2012; Jornet, Suárez y Perales, 2003; Marsh, 2007; Muñoz, Ríos y Abalde, 2002)....

    [...]

  • ...…la más utilizada es la opinión de los estudiantes (Elizalde y Reyes, 2008; Fernández y Coppola, 2008; González Such, 2012; Herrera et al, 2012; Jornet, Suárez y Perales, 2003; Marsh, 2007; Muñoz, Ríos y Abalde, 2002; Stronge, 1997; Vizcarro, 2003; Wilhelm y Comegys, 2004; Wolfer y Johnson, 2003)....

    [...]

  • ...Para Abrami y d'Apollonia (1991), Cashin y Downey (1992), d‟Apollonia y Abrami (1997), Feldman (1989a, 1997), Marsh (1991a, 2007), y Marsh y Roche (1993, 1997, 2000), la enseñanza es una actividad compleja que consiste en múltiples dimensiones, como claridad, interacción del profesor con los…...

    [...]