A COMPARATIVE ANALYSIS OF LEARNING EVALUATION IN HIGHER EDUCATION: conceptions and instruments

Abstract

This article presents an analysis of the conception that higher education teachers have about learning evaluation and the evaluation tools used in the evaluation process in two higher education institutions, one private and one private under the teaching focus, with the general objective of comparing and to analyze the conception that the teachers have on evaluation of learning in public and private institutions of Higher Education and as specific objectives to observe the evaluation instruments used in the evaluation process of the student and to point out other possibilities that provide a more adequate evaluation for the students. The applied methodology was a bibliographical and field research with the use of a closed questionnaire, the questionnaire applied was made available online through Google forms in a period of two months and sent by email to the public that participated in the research, which enabled to verify which conception evaluation practice of teachers and which evaluation instruments are most used by teachers. The results demonstrate that to examine to evaluate is the conception that permeates its evaluation actions and the proof is the instrument most used in this process. It is concluded that there is a way to go until the evaluation process is no longer an exam practice and becomes a qualitative process, which leads to understand evaluation as an ongoing process.