Prácticas de evaluación en la educación superior: Un estudio con docentes portugueses
DOI:
https://doi.org/10.18222/eae.v34.9219Palabras clave:
Prácticas de Evaluación, Proceso de Boloña, Docentes, Educación SuperiorResumen
Este trabajo examina las prácticas de evaluación y la influencia del Proceso de Boloña en el desarrollo del cambio de las prácticas del profesorado de cinco universidades públicas portuguesas (n = 185). Los datos se obtuvieron por medio de un cuestionario que incluyó preguntas cerradas y abiertas. Los resultados indican que los profesores portugueses utilizan una diversidad de prácticas de evaluación más determinadas por ellos mismos que por factores externos. Se encontraron diferencias en las prácticas de evaluación en función de los ciclos de estudio y del área de conocimiento. Este estudio en pequeña escala sugiere que los docentes portugueses alteraron sus prácticas de evaluación, pero el impacto del Proceso de Boloña no está claro.
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