Exploring evaluation perspectives and practices in education: An analysis of the role of evaluation in the teaching-learning process

Abstract

Evaluation plays a crucial role in all educational stages, enabling the measurement of progress and challenges in learning while aligning with specific standards for each level and degree. However, historically, this process has primarily focused on verifying learning outcomes according to predetermined goals, a perspective emphasized by various experts. The objective of the study was to assess teachers' perceptions of their evaluation practices and how they vary based on sociodemographic variables. This quantitative and descriptive study, employing a cross-sectional design, utilized the "Evaluation of Student Learning (E.A.E)" questionnaire to examine the evaluation practices of 102 teachers in the Biobío region, Chile. The main findings revealed that teachers prioritize transparency in evaluation objectives and demonstrate a more inclusive and reflective approach. A preference for written assessments and an understanding of the vital link between teaching and evaluation were evident. Nevertheless, concerns about the undue emphasis placed on grades also surfaced, highlighting potential biases in numerical results at the expense of the formative process.