La Evaluación de Aprendizajes del Alumnado por parte del Profesorado Universitario Novel

  1. Francisco J. García-Prieto 1
  2. Francisco J. Pozuelos-Estrada 1
  3. Carmen Álvarez-Álvarez 2
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  2. 2 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Journal:
Formación Universitaria

ISSN: 0718-5006

Year of publication: 2019

Volume: 12

Issue: 2

Pages: 3-16

Type: Article

DOI: 10.4067/S0718-50062019000200003 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Formación Universitaria

Metrics

Cited by

  • Scopus Cited by: 3 (05-02-2024)
  • Dialnet Métricas Cited by: 6 (03-03-2024)
  • Dimensions Cited by: 3 (29-02-2024)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.349
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 659/1616

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 1.8
  • Area: Education Percentile: 63

Dimensions

(Data updated as of 29-02-2024)
  • Total citations: 3
  • Recent citations (2 years): 0

Abstract

This article analyses how new teachers face the learning assessment of students, knowing that it is one of the most complex and relevant activities. To do that, a multicase research of qualitative nature with beginner teachers belonging to different areas of knowledge of the University of Huelva (Spain) was carried out. The techniques for collecting information were: interviews, discussion group, questionnaires, research diary and document analysis. The results show that formative evaluation acquires many possibilities, facing different obstacles and approaches in the implementation. It is demonstrated that formation of a transmissive nature only is not enough. Finally, improvement areas for assessment in university teaching are identified, mainly in the area of formative assessment models.