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Evaluative practices in the learning process: Case study

Abstract:

The purpose of this article is to analyze the evaluation practices in the learning process of the business administration career of the Santa Elena Peninsula State University. The methodology is descriptive-analytical, field, non-experimental and transectional. Two populations were studied, the first one was made up of 621 students of the business administration career corresponding to the first academic period 2018-2019, the type of sampling applied was not probabilistic for convenience, resulting in a sample of 175 students located in the third and fourth semester of the race. The second population was made up of 28 plant teachers, for which the census technique was used. Surveys were applied through a questionnaire with closed answers designed in three assessment categories: never, sometimes, always. For the information processing, multivariate statistical methods were used: ordering and classification analysis. The results highlight the transparency in the grades which are known to the students; Teachers assume that the evaluation process seeks, in the first place, an empowerment in learning, as well as the verification and verification of what has been learned. From the perspective of the students, the evaluation focuses mainly on the verification, verification and measurement of what has been learned, leaving thirdly the empowerment of learning, as opposed to what is silvery by the teachers. It emphasizes that the results of the students reflect a maximum value of 61.78%, decreasing only between 1 or 2 percentage points in the ordinal location. In the students' responses there is a marked tendency for the alternative at times, identifying that they are not always satisfied with the features of the evaluation process. It is concluded that there are differences between students and teachers on the perception of the evaluation system.