Evaluation of learning in computer science and related professions in Salvadoran higher education

Abstract

Evaluation of learning has acquired a fundamental importance for the achievement of teaching to respond to the requirements of computer science and related professions. This study analyzes various techniques for evaluating learning, with emphasis on the use and mastery of technological tools by university professors, from the perspective of 151 people who are part of the student body. For this purpose, we used a structured instrument with a Likert scale to measure the frequency of use and degree of mastery of technological tools, as well as evaluating the curriculum of the educational process. The results indicate that the student body has negative perceptions regarding the frequency of technology use and the degree of mastery demonstrated by university teaching staff. This is particularly evident when analyzing the variables of gender, modality, university, career, and school. This study highlights the lack of training among university teaching staff in terms of technological proficiency. Negative perceptions are evident in the frequency of actions, the generation and evaluation of significant skills, the teaching planning process, and the evaluation matrices for the educational process. Under these terms, gaps were identified in the planning of the teaching practice for evaluating student learning in terms of their individual characteristics to better respond to the educational needs of computer and related careers in Salvadoran higher education.