The Evaluation of Teaching as a Regulator of Teaching Practices

Evaluation is a process whose results can be used to make improvements in the teaching-learning process. From this view, evaluation is largely used within the bound which is maintained with the students, but its contributions to teachers’ learning can be wasted. Also, the information obtained from evaluation makes it possible to regulate the factors involved in teaching. To that end, we must pay attention to all the agents (teachers, students, contents, the classroom and the academic environment) and collect data in natural contexts. Evaluation does not close the circle; this is supplemented by the adjustments which are introduced into the process using the results obtained. In a sense, the adjustment phase is turned by natural evolution into the framework of conditions for the planning phase of the next stage, and so the circle begins again (Zabalza, 2009). In this paper, in the first place, we present the students’ evaluation as a process that regulates the teacher’s practice, that is, as an instrument to analyze the teaching-learning process. Secondly, we describe the results obtained by conducting a survey. The analysis of the information collected through that instrument was carried out on the basis proposed by Grounded Theory, a qualitative methodology developed by Strauss and Corbin (1998) that can lead to a new theoretical framework based on the collection and systematic analysis of data. Furthermore, the resulting data have been linked with other quantitative data shown in another context (Daura y Amarante, 2011).

Abstract licence: CC BY-NC-ND

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