Estrategias de enseñanza, metodologías de evaluación y desempeño estudiantil en negocios internacionales: un estudio exploratorio

Abstract

The present study examines the relation between teaching strategies, assessment methods, and learning outcomes as reflected on student performance. Longitudinal data were obtained from the international business program at the Universidad de la Costa (Colombia). Using a mixed-method approach, document analyses and professors’ interviews are performed to consolidate a quanti-qualitative systematization. Results show that teaching strategies and assessment methods are coherent, but present high methodological variability and adaptation to the classes’ study mode. Although professors report preferences for specific methods, these are not used excessively, giving priority to alternatives more appropriate to the set of competences to be developed. In conclusion, differences in performances between formative and summative assessments are found, and differences in the range of their applications are also observed