¿Existe sesgo en la evaluación docente institucional de la Universidad Santo Tomás?

Abstract

The teaching evaluation at Santo Tomás University has become a tool that allows monitoring the teaching and learning processes in the teacher-student relationship, ensuring the achievement of academic quality. At the national and international level, various educational institutions follow this institutional management practice, for example Sime, L, (1998) "Metaevaluation: Going beyond evaluation to return to it" or more recently Santos, A. (2017) "La hen is not a defective eagle ”. However, and in agreement with other researchers in this area, there is not a large amount of research on this topic. Throughout the meta-evaluation process, factors that have to be analyzed have been found, which can affect the teacher's evaluation by students and other actors, generating possible biases. The objective of this work is to describe the factors that can generate bias in the teacher's results and that therefore are related to the quality of university education. The analysis methodology used has been of a mixed nature, the data corresponding to the cross-sectional monitoring of the last three years. The results of the institutional meta-evaluation process show that there are some factors that must be reviewed at the intra-faculty level so that teachers can improve teaching performance, however, in most students the results are objective.