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

    Universidad de Huelva

    Huelva, España


  2. 2 Universidad de Cantabria

    Universidad de Cantabria

    Santander, España


Formación Universitaria

ISSN: 0718-5006

Any de publicació: 2019

Volum: 12

Número: 2

Pàgines: 3-16

Tipus: Article

DOI: 10.4067/S0718-50062019000200003 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Formación Universitaria


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.