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Teachers' Perceptions of Learning Evaluation in Higher Education: The Case of the Autonomous University of Baja California.

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Bibliographic Details
Title: Teachers' Perceptions of Learning Evaluation in Higher Education: The Case of the Autonomous University of Baja California.
Authors: Aceves Villanueva, Yaralin1, Ponce Ceballos, Salvador1, Alcántar Enríquez, Víctor Manuel1
Source: International Journal of Assessment & Evaluation. Mar2017, Vol. 24 Issue 1, p13-23. 11p. 3 Charts, 4 Graphs.
Subject Terms: *Learning assessment, *Sensory perception, *Education
Company/Entity: Universidad Autónoma de Baja California
Abstract: This article presents evaluation methods used at different academic units at the Autonomous University of Baja California (AVEC). The AVEC model is based on competences; therefore, evaluation methods should focus on how individuals learn and on providing evidence of learning and competency acquisition required in professional practice. This study 's main purpose is to document how learning is evaluated in different subject areas. The method used is quantitative, and a structured, self-paced survey addressed to the teachers was used. The study's population consisted of a sample of teachers from the schools of social and political sciences, nursing, engineering, education, and agricultural sciences. One of the main findings of this study is that in some subject areas evaluation methods remain traditional, even when their curricula are based on the same educational model. Therefore, it follows that the teachers' backgrounds influence the ways used to evaluate learning, an issue that could be remedied with continuous training on skill-based evaluation. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article presents evaluation methods used at different academic units at the Autonomous University of Baja California (AVEC). The AVEC model is based on competences; therefore, evaluation methods should focus on how individuals learn and on providing evidence of learning and competency acquisition required in professional practice. This study 's main purpose is to document how learning is evaluated in different subject areas. The method used is quantitative, and a structured, self-paced survey addressed to the teachers was used. The study's population consisted of a sample of teachers from the schools of social and political sciences, nursing, engineering, education, and agricultural sciences. One of the main findings of this study is that in some subject areas evaluation methods remain traditional, even when their curricula are based on the same educational model. Therefore, it follows that the teachers' backgrounds influence the ways used to evaluate learning, an issue that could be remedied with continuous training on skill-based evaluation. [ABSTRACT FROM AUTHOR]
ISSN:23277920
DOI:10.18848/2327-7920/cgp/v24i01/13-23