Victoria Quesada Serra

ActEval: un instrumento para el análisis y reflexión sobre la actividad evaluadora del profesorado universitario

This paper presents the design and validation process of ActEval, a questionnaire designed as an instrument to gather information about the assessment activity of university teachers. The objectives of the study presented here are: 1) to identify the main assessment tasks university teachers should perform in higher education; and 2) to design and validate an instrument to evaluate the opinion of university teachers with regards to their assessment activity. The method used for this study has been a survey, performed in three stages. A first stage (first pilot study) included a literature review regarding the main tasks to be considered in the assessment process in higher education. Once these tasks were identified, a first version of the ActEval questionnaire was designed and, subsequently, completed by a reduced sample of university teachers. The second stage was the validation of ActEval by a panel of judges, after which the questionnaire was redesigned accordingly. Finally, in the third stage a second pilot study was carried out concluding with the final design of the ActEval questionnaire. The study presented here uses three different sample groups as informants; all have in common being university teachers. The ActEval questionnaire can be of great use for university teachers to analyze and reflect upon their own assessment activity, but it can also be used by university representatives as an instrument to evaluate their teachers’ needs in order to plan and design effective training activities that aim to improve the student assessment processes performed by teachers in higher education.