Una experiencia de evaluación docente en la Universidad Autónoma de Guerrero, México

Abstract

This article presents the institutional experience in the diagnostic evaluation of teachers who participate in educational programs of higher education in Universidad Autonoma of Guerrero. It is based on the perspective socioconstructivist of Competency-Based Education; includes formative and authentic assessment, aimed at improving the quality of education for better learning of higher education students. This proposal is based on UAGro educational model (2013) and in references of Rueda (2009), Le Boterf (2001) and Guzman, Marin and Inciarte (2014). The methodology involves four phases: competencies definition, instrument design, technological platform implementation and results analysis; two interviews were used, one of teachers and another for. The results show that students value as very good teachers performance and their learning perception; meanwhile the rating as excellent is predominant among teachers in its self-evaluation. In conclusion, the UAGro must strengthen evaluation processes and promote policies mandatory for teachers