Barriers in teacher perception about the use of technology for evaluation in Higher Education

Abstract

This article addresses perceptions that higher education teachers have on the integration of technology in evaluation processes, focusing on their beliefs about learning, evaluation and technology that enable or hinder this pedagogical innovation. This study considered teachers as part of a project using rubrics in Moodle to evaluate learning in a Chilean higher education institution in 2014, 2015 and 2016. Forming and evaluating in a competency-based approach involves challenges for the teaching staff and changes in their role that are accepted or resisted. The same happens in the face of innovation processes with information and communication technologies (ICT) integration in teaching practices. The primary results show a relationship between pedagogical beliefs and evaluation which is consistent with adoption and assessment of the digital tool used. In addition, it reveals the role of beliefs as secondary barriers to change in the face of access or primary barriers (Ertmert, 1999). The value of autonomy in student work and feedback are identified as key beliefs in technology adoption.