Cross analysis of professor – student evaluations and the level of sincerity: a statistical approach.
DOI:
https://doi.org/10.18041/2382-3240/saber.2019v14n1.5237Keywords:
hetero-evaluation, quality education, sincerity, cross analysis, statistical analysis, personality, valuesAbstract
In this article, the topic of Teacher Hetero evaluation is addressed. The objective is to analyze whether the relationship of Teacher Hetero evaluation is congruent with values and sincerity of students. This academic research is Descriptive and has been done through a Quantitative Approach. The following instruments are used: Hetero-evaluation, Student’s grades, Number of Students, Number of Fails, Fail Rate, Time Period and Subjects, as well as a Values Test. A statistical approach was performed, which includes hypothesis testing, correlations, significant differences and dependency tests. Some of the results show that teacher Heteroevaluations increase as Students grades increase as well. Moreover, there is statistical evidence that explains how number of students failing a course affects negatively Teacher Evaluation Score. Results from Study of Values Test indicate that students register low scores of Religious Value and with a high degree of Economic Value. This evidence may be harmful for the development of transcendental values such as sincerity and honesty. Therefore, Hetero evaluation could be distorted due to fragility of students’ personality.
Downloads
References
Allport, G. (1930). Obtenido de https://webspace.ship.edu/cgboer/allportesp.html
Asamble Constituyente. (2008). Constitución de la República del Ecuador. Obtenido de https://www.oas.org/juridico/mla/sp/ecu/sp_ecu-int-text-const.pdf
Casanova, M. A. (1998). La evaluacion educativa: escuela basica. En M. A. Casanova, La evaluacion educativa: escuela basica (pág. 99). Madrid : La Muralla. Obtenido de http://www.scielo.br/scielo.php?pid=S1517-97022018000100461&script=sci_arttext&tlng=en#B8
Cevallos, C. E. (2016). CALIDAD DE LA EDUCACIÓN E ÍNDICES DE GESTIÓN EN RELACIÓN CON EL PRESUPUESTO DE. Revista Científica de la Universidad de Cienfuegos, 211.
Consejo de Educación Superior. (2014). Reglamento de Carrera y Escalafón del Profesor. Lexis. Obtenido de http://www.epn.edu.ec/wp-content/uploads/2015/06/3REGLAMENTOCARRERA1.pdf
Consejo Nacional de Evaluación y Acreditación de la Educación Superior del Ecuador. (2003). La calidad en la Universidad Ecuatoriana. Quito: UNESCO/IESALC. Obtenido de https://es.slideshare.net/liliancoello24/la-calidad-en-la-universidad-ecuatoriana-1
Fernández, J., Mateo, M. A., & Muñiz, J. (1996). Valoración por parte del profesorado de la evaluación docente realizada por los alumnos. Psicothema, 8(1), 167-172.
Fierro, I., Cardona Arbelaez, D. A., & Gavilanez, J. (2017). Digital marketing: a new tool for international education. Pensamiento & Gestión, (42), 241-260.
Gündüz, N., & Fokoué, E. (09 de January de 2015). Journal of Applied Statistics. Recuperado el 13 de April de 2018, de Pattern Discovery in Students’ Evaluations of Professors A Statistical Data Mining Approach: https://arxiv.org/pdf/1501.02263.pdf
Klassen, P. T., Pomeroy, L., & Hartman, R. S. (2009). assessments 24x7. Obtenido de https://www.assessments24x7.com/reports/ValuesManual.pdf
Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational(11), 253-288.
Merriam Webster Dictionary . (s.f.). Merriam Webster . Obtenido de https://www.merriam-webster.com/dictionary/subject
Multiprofessional Faculty Development . (s.f.). The Multiprofessional Faculty Development Unit. Obtenido de https://www.faculty.londondeanery.ac.uk/e-learning/effective-feedback/why-is-feedback-important
Nagoba, B. S., & Mantri, S. B. (2015). Role of Teachers in Quality Enhancement in Higher Education. Journal of Krishna Institute of Medical Sciences University, 4(1), 177-182. Obtenido de https://www.researchgate.net/publica-tion/282928863_Role_of_Teachers_in_Quality_Enhancement_in_Higher_Education
Noriega, J. Á., Bueno Castro, G., Medina Figueroa, F. L., & Calderón González, N. G. (2018). Modelo de autoevaluación y heteroevaluación de la práctica docente en Escuelas Normales. Educação e Pesquisa, 44, 1-19. https://dx.doi.org/10.1590/s1678-4634201844170360
Presidencia de la República. (2010). Ley Orgánica de Educación Superior. Quito: Lexis. Obtenido de http://www.ces.gob.ec/index.php?option=com_phocadownload&view=category&id=11:ley-organica-de-educacion-superior&Itemid=137
Pushkar, P. (2015). Role of Teacher In Higher Education. International Journal of Education and Information Studies, 5(1), 25-30.
Saavedra, M. E. (s.f.). Scribd . Obtenido de https://es.scribd.com/doc/71983173/VALORES-SEGUN-SPRANGER
Sotelo, A. F., & Vanga Arévalo, M. G. (2015). Proceso de autoevaluación, coevaluación y heteroevaluación para caracterizar el comportamiento estudiantil y mejorar su desempeño. Revista San Gregorio, 1(9), 6-15. Obtenido de http://revista.sangregorio.edu.ec/index.php/REVISTASANGREGORIO/article/view/52
The Guardian . (12 de July de 2013). The Guardian . Obtenido de https://www.theguardian.com/commentisfree/2013/jul/12/malala-yousafzai-united-nations-education-speech-text
Torres, R. M. (2011). Otra Education Blogspot . Obtenido de https://otra-educacion.blogspot.com/2011/02/el-modelo-de-preparacion-docente-que-no.html
UEES . (2014, September 4). Retrieved from https://es.slideshare.net/uees_ec/instructivos-y-formularios-de-evaluaciones-a-docentes
Young, A. W. (1942). A study of the dominance of six basic motives in personality as set forth by Eduard Spranger in his book, “Types of Men”. ETD Collection for AUC Robert W. Woodruff Library.(404). Obtenido de http://digitalcommons.auctr.edu/dissertations/?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F404&utm_medium=PDF&utm_campaign=PDFCoverPages
Downloads
Published
Issue
Section
License
Copyright (c) 2019 Saber, Ciencia y Libertad
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
