Instructor Assessment Literacy and the Implementation of a Student Assessment Methodology in Higher Education
La Competencia de los Docentes en Evaluación y la Implementación de una Metodología de Evaluación de los Estudiantes en la Educación Superior
A competência dos professores na avaliação e a implementação de uma metodologia de avaliação de estudantes no ensino superior
Resumen (es)
Objetivo: Examinar la relación entre la literacidad evaluativa del profesorado (LAE) y la implementación reportada de la metodología de evaluación formativa y alternativa (MEFA) adoptada en una universidad colombiana durante la pandemia de COVID-19, analizando cómo las estrategias evaluativas y los factores institucionales influyen en ambas construcciones. Método: Se aplicó una encuesta a 159 docentes abordando temas como beneficios y desafíos experimentados con la implementación de MEFA, estrategias evaluativas empleadas, perspectivas sobre evaluación estudiantil y experiencias previas con evaluación. Se realizaron análisis de regresión múltiple para identificar predictores de LAE e implementación de MEFA. Resultados: El uso de estrategias evaluativas durante la implementación de MEFA emergió como predictor significativo de LAE. La LAE se asoció significativamente con la implementación de componentes MEFA. Las facultades de Derecho y Educación funcionaron como predictores positivos significativos de la implementación de MEFA. La Escuela de Educación demostró la influencia institucional más fuerte, sirviendo como predictor significativo de todas las variables de resultado. La LAE emergió como la variable explicativa más influyente y la variable de resultado con mayor número de predictores significativos. Conclusión: La literacidad evaluativa del profesorado representa un factor mediador crítico en la implementación exitosa de metodologías de evaluación formativa y alternativa durante transformaciones institucionales. El contexto disciplinar, particularmente dentro de las facultades de educación y derecho, influye significativamente en el desarrollo de literacidad evaluativa y adopción de MEFA, sugiriendo que la reforma evaluativa requiere enfoques sensibles a la disciplina y desarrollo profesional comprehensivo en prácticas evaluativas.
Resumen (en)
Objective: To examine the relationship between instructors' assessment literacy (IAL) and the reported implementation of formative and alternative assessment methodology (FAAM) adopted at a Colombian university during the COVID-19 pandemic, analyzing how assessment strategies and institutional factors influence both constructs. Method: A survey was administered to 159 instructors addressing topics including benefits and challenges experienced with FAAM implementation, assessment strategies employed, perspectives on student assessment, and background experiences with assessment. Multiple regression analyses were conducted to identify predictors of IAL and FAAM implementation. Results: Assessment strategy use during FAAM implementation emerged as a significant predictor of IAL. IAL was significantly associated with FAAM component implementation. The colleges of Law and Education functioned as significant positive predictors of FAAM implementation. The School of Education demonstrated the strongest institutional influence, serving as a significant predictor of all outcome variables. IAL emerged as both the most influential explanatory variable and the outcome variable with the highest number of significant predictors.Conclusion: Instructors' assessment literacy represents a critical mediating factor in the successful implementation of formative and alternative assessment methodologies during institutional transformations. Disciplinary context, particularly within education and law faculties, significantly influences both assessment literacy development and FAAM adoption, suggesting that assessment reform requires disciplinary-sensitive approaches and comprehensive professional development in assessment practices.
Resumen (pt)
Objetivo: Examinar a relação entre a literacia avaliativa de instrutores (LAI) e a implementação reportada da metodologia de avaliação formativa e alternativa (MAFA) adotada em uma universidade colombiana durante a pandemia de COVID-19, analisando como as estratégias avaliativas e fatores institucionais influenciam ambas as construções. Método: Um survey foi administrado a 159 instrutores abordando tópicos como benefícios e desafios experimentados com implementação de MAFA, estratégias avaliativas empregadas, perspectivas sobre avaliação estudantil e experiências prévias com avaliação. Análises de regressão múltipla foram conduzidas para identificar preditores de LAI e implementação de MAFA. Resultados: O uso de estratégias avaliativas durante a implementação de MAFA emergiu como preditor significativo de LAI. A LAI foi significativamente associada com a implementação de componentes MAFA. Os colégios de Direito e Educação funcionaram como preditores positivos significativos da implementação de MAFA. A Escola de Educação demonstrou a influência institucional mais forte, servindo como preditor significativo de todas as variáveis de resultado. A LAI emergiu como a variável explicativa mais influente e a variável de resultado com o maior número de preditores significativos. Conclusão: A literacia avaliativa de instrutores representa um fator mediador crítico na implementação bem-sucedida de metodologias de avaliação formativa e alternativa durante transformações institucionais. O contexto disciplinar, particularmente dentro das escolas de educação e direito, influencia significativamente o desenvolvimento de literacia avaliativa e adoção de MAFA, sugerindo que a reforma avaliativa requer abordagens sensíveis à disciplina e desenvolvimento profissional abrangente em práticas avaliativas.
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