Evaluación de la educación universitaria en República Dominicana

Abstract

The aim of the present research study is to evaluate student assessments by professors and to examine professor assessments performed by governmental authorities in Dominican Republic. A mixed approach, using questionnaires and interviews, is conducted at two universities in Dominican Republic. The sample size is 82 professors. The results show that there are unresolved issues when assessing student learning and teaching competences. The main issues include: a need to improve and provide greater student guidance and follow-up, lack of professor evaluations in the classroom, and excessive bureaucracy for evaluations. It is concluded that professors in Dominican Republic universities develop student learning evaluations processes that meet the fundamentals of formative assessments, but the models for professor assessments and certifications follow bureaucratic and administrative patterns instead of educational and pedagogic patterns.