Construction of a questionnaire to know the transparency in the evaluation of the learning of Engineering students

Abstract

The methodological proposals arising from the European convergence area raise the need to promote higher levels of involvement and participation of students in their own evaluation process. Nevertheless, several authors indicate that there are still insufficient evidences on the levels of participation that students have on their own evaluation process, nor do we see the presence of evaluation practices that show the application of an authentic formative and shared evaluation in relation to the acquisition of competences. Thus, it follows that engineering faculty does not employ patterns of action that are sufficiently transparent and explicit to promote student interest and understanding. The objective of the study was to validate a measurement instrument that would allow evaluating the transparency of the methods and evaluation strategies employed by the educators of the Engineering degrees. The pilot study, applied to 50 students of Engineering has been analysed through a principal components categorical analysis (CATPCA). The seven components in which the model has been structured show as many relevant dimensions that reflect the factorial structure of the questionnaire: transparency, level of information about score, evaluation modalities, feedback from teachers, resources and educational agents, procedures, strategies and Guidelines; and material resources that educators use.