Student satisfaction in teacher evaluation practices in the integrations of the Primary Education degree

Abstract

The assessment of learning becomes relevant in the context of higher education in Nicaragua. Since 2021, UNAN – Managua has been implementing in each of its undergraduate, graduate, and postgraduate programs a curriculum model focused on the development of professional competencies through a curriculum integration methodology carried out each semester, ensuring the comprehensive training of new professionals. Under these conditions, the need arises to consult students in the Primary Education program and understand their satisfaction with the evaluative practices carried out by teachers, for which each of the instruments applied was designed to capture opinions stemming from personal experience. The study was conducted using a quantitative approach methodology, and a non-probabilistic sample of 71 students from the third, fourth, and fifth-year groups of the program was formed. A digital survey was applied to the sample using an Office365 form. The students surveyed report high levels of satisfaction regarding the consistency and relevance they perceive in the evaluation and the level of competence they are expected to develop in their career. The main results indicate that the evaluative practices meet students' expectations due to the way planning, systematization, and integration are carried out among the teaching staff; however, potential opportunities for improvement were identified to strengthen evaluative practices through the implementation of some immediate measures at the level of the teaching staff.