Culture of evaluation: A proposal from the role of university teaching

Abstract

This essay addresses a theoretical proposal for the establishment of the culture of evaluation in the context of higher education, specifically from the substantive function of teaching. The bibliographic method has been used, complemented with the analytical-synthetic method on the documentation found, revealing that this topic is still evolving. Three chapters are developed, starting from the conception of the substantive function of teaching, which focuses on guaranteeing the integral formation of future professionals, through the achievement of educational quality, an aspect in which all actors must be active participants. Secondly, the elements of the evaluation culture are presented, from a non-fragmented university vision, as a social construction subject to different evaluations and circumstances; whose conception and practice has moved from a vision of external evaluation to an internal one (as self-evaluation). And thirdly, it describes how the culture of evaluation can be promoted from the teaching function, where all members of the educational community are active participants, with the power to intervene in all processes related to evaluation and its planning. It is concluded that the exercise of the praxis of didactic evaluation becomes a necessary strategy that can give way to the generation of a true evaluative culture, since it directly involves the educational actors who receive the scope and benefits that institutional improvement brings to the quality of life of all its members.