Priorización de las dimensiones de evaluación al desempeño docente por el estudiante, en tres áreas del conocimiento

Abstract

This paper presents a study on the prioritization of the dimensions of teacher performance evaluation by students, in three areas of knowledge. The study covers the period 2009-2010 in which the evaluation of teaching from the undergraduate student perspective was carried out at the Benemérita Universidad Autónoma de Puebla in Mexico. The evaluation was carried out by means of questionnaires which dimensions were based on the diverse aspects and documented experiences related to the practice of teaching that sustains the educational Minerva model of the university. Members of the Institutional Program for Academic Evaluation took the results from three areas of knowledge, chosen at random, and identified the order of importance taken by the dimensions of the questionnaire during this period. The dimension related to Results of Learning occupies the first place. The students value and want to visualize their achievements in the teaching-learning process and the teachers that achieve positive results fulfill the main characteristic of the successful practice of teaching prioritized by the students.