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Learning Assessment Improvement
Project: Marine Biology Career
Assessment Process
Proyecto Mejoramiento de la Evaluación del Aprendizaje:
Proceso de evaluación en Carrera de Biología Marina
Dennis Gisella Tomalá Solano
*
Tanya Annabel González Banchón*
Maria Herminia Cornejo Rodriguez*.
Abstract
The evaluation is a regulatory practice of the individual and joint activity
of the faculty and students in the teaching/learning process, helping
decisively to shape the educational process, improve it and provide
feedback. Under this context, the results of the exploratory research of the
evaluation process of the faculty and student body of the Marine Biology
career of the Peninsula Santa Elena State University, during the 2017-II
academic period, are presented. The objective of the work consisted of
identifying the perception of the student body during the process of
evaluating the performance of the faculty, conducting a literature review
to define the basic concepts of the evaluation, and the analysis of the
diagnostic instruments developed by technical-academic staff of the
MEVALAP project applied in a sample of 120 students and 20 teachers of
the career. The results were grouped and categorized according to items
related to the fulfillment of objectives, procedures and results of the
evaluation practice, where the perceptions and expectations of teachers and
students are evaluated. It was identified that the written test is the tool most
used by teachers as an evaluative teaching-learning strategy, remaining as
* Master's Degree, Faculty of Marine Sciences - Marine
Biology. St. Helena Peninsula State University,
dennis.tomala@ueps.edu.ec, https://orcid.org/0000-
0002-8501-7885
* Master's Degree, Faculty of Marine Sciences - Marine
Biology. St. Helena Peninsula State University,
tanya.gonzalez@ueps.edi.ec, , https://orcid.org/0000-
0003-1810-0694
* Master's Degree, Faculty of Marine Sciences - Marine
Biology. St. Helena Peninsula State University,
maria.cornejo@upse.edu.ec, https://orcid.org/0000-
0001-8952-3710
Article
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a traditional strategy. Based on these inferences, some reflections on the
learning evaluation strategies proper to the academic dynamics of the
course are presented, which will allow correcting the weaknesses of the
evaluative activities applied by the teaching staff.
Keywords: evaluation, teaching-learning, students, faculty, teaching-
learning, teaching staff
Resumen
La evaluación es una práctica reguladora de la actividad individual y
conjunta del profesorado y alumnado en el proceso de
enseñanza/aprendizaje ayudando decisivamente a configurar el proceso
educativo, mejorarlo y retroalimentarlo. Bajo este contexto, se presentan
los resultados de la investigación exploratoria del proceso de evaluación
del profesorado y estudiantado de la carrera de Biología Marina de la
Universidad Estatal Península de Santa Elena, durante el período
académico 2017-II. El objetivo del trabajo consistió en identificar la
percepción del estudiantado durante el proceso de evaluación del
desempeño del profesorado, realizándose una revisión bibliográfica para
definir los conceptos básicos de la evaluación, y el análisis los instrumentos
de diagnóstico elaborados por personal técnico - académico del proyecto
MEVALAP aplicados en una muestra de 120 estudiantes y 20 docentes de
la carrera. Los resultados fueron agrupados y categorizados de acuerdo a
ítems relacionados al cumplimiento de objetivos, procedimientos y
resultados de la práctica evaluativa, donde se valoran las percepciones y
expectativas de docentes y los educandos. Se identificó que la prueba
escrita es la herramienta más utilizada por el profesorado como estrategia
de enseñanza aprendizaje evaluativa, permaneciendo como estrategia
tradicional. En base a estas inferencias, se exponen algunas reflexiones
sobre las estrategias de evaluación del aprendizaje propias de las dinámicas
académicas de la Carrera, lo que permitirá corregir las debilidades de las
actividades evaluativas aplicadas por el profesorado.
Palabras clave: evaluación, enseñanza-aprendizaje, estudiantado,
profesorado
Introduction
During the last few years, the topic of evaluation has reached an
evident prominence in higher education to the point of becoming one
of the central aspects of pedagogical reflections and debates.
According to the stipulations of the Council for Quality Assurance
in Higher Education of Ecuador -CACES- quality evaluation is the
process that determines the conditions of an institution, career or
academic program, through the systematic collection of quantitative
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and qualitative data that allow a judgment or diagnosis, analyzing its
components, functions, processes, so that its results can be used to
reform and improve the curriculum, career or institution. In this
context, the quality levels of higher education institutions that have
a direct impact on student training become important. According to
López (2010), assessment has several purposes, for example, it is
used to determine university quality assurance, to describe
individuals, to support learning, to monitor the learning process, to
know what students are learning, to diagnose their strengths and
limitations, and to promote learning (p. 112). The initiatives of
university faculty to adopt alternative assessment systems, in line
with the current demands of higher education, have been embodied
in multiple contributions and experiences carried out from different
areas of university teaching Gil (2012). The purpose of this article is
to share with the community of the Faculty of Marine Sciences, the
results of the exploratory research of the evaluation process carried
out on teachers and students during the 2017-II academic period in
the Marine Biology career.
The term evaluation constitutes an essentially critical factor in the
quality of university teaching (Escudero cited in Olmos and
Rodriguez 2010), whose main purpose is the development of
productive learning by the student Carless, (2007). From a
constructivist perspective, Nortes and Nortes (2012) state that
evaluation is a regulatory practice of the individual and joint activity
of teachers and students in the teaching/learning process (p 292).
For his part, Gibbs (as cited in Salinas-Fernández and Cotillas-
Alandí, 2007) argues that "assessment is the most powerful weapon
that teachers have to influence the way students respond to courses
and behave as learners" p 13, being the main complement to teaching
- learning in any educational institution; if within the planning of it
something is done wrong, the rest of its components fall apart (Biggs,
2005 in Olmos and Rodríguez, 2010). Therefore, evaluation is not a
sporadic or circumstantial activity of institutions and even more so
of teachers, but a task that is carried out habitually and in which a
significant amount of time and effort is invested Moreno (2009).
This evaluation can provide students with essential feedback and
inform teachers about the quality of their teaching, identifying the
concepts that students have mastered and those that they have yet to
learn. Considering all these concepts and from a general perspective,
the term evaluate means to estimate, appreciate, calculate the value
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of something; which leads us to determine it as the elaboration of a
judgment on the value or merit of the teaching-learning process, in
this case, by teachers in the Faculty of Marine Sciences.
At the Peninsula Santa Elena State University, UPSE, evaluation is
part of the curriculum developed by each of the eight faculties,
therefore, it is of a purely professional and institutional accreditation
nature. As a higher education center, UPSE must guarantee that its
students achieve their professional training and are competitive in
society, inserting themselves in the labor market in the public and
private sectors. One of the main characteristics of the formative
process is the continuous evaluation of each student and of the
teaching strategies that each teacher applies during the process;
because through this it is possible to identify the formative
development and the quality of their effective learning. In this way,
evaluation is seen as relevant for several reasons: First, in order to
achieve the necessary validity of the formative design, the evaluation
has to be coherent with the teaching objectives and with the
competences to be developed through an adequate didactic
methodology; second, we must always think about the reactive or
conditioning effect of the evaluation for the student, in relation to his
own learning process and third, the evaluation is the essential
element as a process of self-regulation and improvement in the
teaching environment (Olmos-Migueláñez and Rodríguez-Conde,
2010, p. 1). Without proper evaluation, it would be irresponsible for
universities to award professional degrees because they would have
no proof of the real level of knowledge and competencies of the
students who complete their studies; nor would they know if the
design of their training projects has been good and if, in fact, they
have developed in the desired direction.
Within the aforementioned, the role played by the students and
faculty in the university environment demands an incessant
transformation in the didactic methodology and a continuous
evaluation of the teaching-learning process, characterized by an
active participation of the students in the search and development of
different cognitive, procedural and attitudinal skills, thus allowing
the achievement of the objectives of their professional training. It is
important to emphasize that, within every process developed by the
faculty of the Marine Biology career, it is expected to adopt teaching
strategies and methodologies that improve the academic results of
the students, developing a constant desire to learn, organize and
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apply knowledge, and that the skills and attitudes acquired are
increased; in addition to the different forms of learning, time and
space acquired while learning, ensure academic quality and student
permanence in the Faculty.
The evaluation process is an inherent part of the pedagogical activity,
constituting a complex practice, because it is conditioned by
numerous aspects and personal, social and institutional elements,
which affects the other elements involved in the university activity
such as the construction of knowledge, the teacher-student
relationship, group interactions, teaching strategies practiced,
teaching situations offered, discipline, expectations of students,
teachers and parents and the valuation of the individual in society
(Serrano de Moreno, 2002, p. 249). 249); therefore, all evaluation
helps decisively to configure the educational environment where the
purpose of the diagnosis is formative, identifying aspects related to
the teaching and learning process in order to improve and provide
feedback. If the purpose is about learning, this implies evaluating,
with an investigative attitude of analysis and reflection, which not
only results in grades but also guides the student to improve his
academic performance and/or learning process, as well as detecting
the difficulties experienced and identifying our own difficulties, as
teachers, to teach and transmit what we want to teach. Among the
latter, evaluating the teaching methods we use, ways of motivating
students to study, encouraging the evaluation to make decisions for
the continuous improvement of the student and the teacher are
relevant entities in the evaluation process.
Generally, learning is a complex process that ultimately results in a
transformation of behavior. For every teacher, knowledge of the
different stages of learning as a process is of vital importance, as it
facilitates teachers to achieve optimal learning by their students.
Furthermore, Martín (2003) cited in Rodríguez and Fernández
(2007) argues that students have poorly elaborated conceptions
about learning, and attribute the motivation of "not complicating
their lives" to their university learning situation, assuming that notes
are enough to study and pass (p. 239).
Sáiz and Román (2011) agree with Calvo (1996) in affirming that a
dynamizing element of the pedagogical strategies related to the new
ways of teaching and learning is the role of evaluation, in this sense
Hernández-Nodarse and Tomalá-Solano (2017) affirm that at the
Peninsula Santa Elena State University (UPSE), the development of
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a Research Project ("MEVALAP-UPSE"), aimed at improving and
perfecting the evaluative practice of its teachers, is already outlined
and valued (p. 452). Consequently, the research group of the
MEVALAP project of the Marine Biology course has the mission to
determine if there are significant differences between the ways of
evaluating competencies by students and teachers.
The object of the present research aims to identify the existing
difficulties during the teaching performance evaluation process in
the second period 2017-2, which will allow correcting weaknesses
during the evaluative practices carried out by teachers with students
(it should be noted that one of the main components of the teaching
- learning process in our institution is the systemic evaluation that
the teacher performs during classes).
Materials and methods
Based on the student-teacher evaluation process carried out in the
Marine Biology career, it is reflected that students must face more
complex situations and it is the teachers' mission to diversify and
reorder their instructional activities, to update their knowledge to
help students learn. In addition, it should be evaluated whether this
diversification and reordering truly achieve the intended objectives
of our institution, such as acquiring scientific and technical
competencies, values and skills. Since evaluation is one of the key
tasks for the implementation of the pedagogical measures plan, in
search of improving learning and increasing the teaching quality of
the Faculty of Marine Sciences , for the present work an exploratory
descriptive research of the evaluative process of the student body and
faculty of the Marine Biology Career during the period 2017- II was
conducted as follows:
a. Application of surveys and bibliographic review, which provided
qualitative and quantitative data; the questionnaire integrates
items referring to twenty fundamental aspects on the
development of the evaluation process in the Marine Biology
Career.
b. Analysis and interpretation of the information, it is considered
that the data analyzed are represented by cognitive schemes,
which seek to maintain the same logic according to the academic
level of the learning subjects (Montes de Oca, 2011),
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highlighting the pedagogical methodology as essential features
of the strategies that presuppose the planning of short, medium
and long term actions that are not static and are susceptible to
change. In this sense, the expression "didactic strategy" can be
used, which focuses on how the teacher teaches, how the student
learns and how the latter are evaluated. For the analysis, the
target population constituted by the student body and faculty of
the Marine Biology Career of the Peninsula Santa Elena State
University during the 2017- II academic period was established.
The representative sample obtained consisted of 120 students
and 20 professors from an invited sample of 27 professors and
354 students. Microsoft Excel spreadsheet was used for data
analysis.
The instrument used collects and analyzes a series of data to explore,
describe and predict (Casas et al, 2002), considering the following
characteristics:
a. The information is obtained through indirect observation,
highlighting the criteria of each respondent, so it is possible
that the information obtained does not always reflect reality.
b. The researcher's interest is not the specific subject answering
the questions, but the population to which he/she belongs in
this case to the Marine Biology Career; therefore, it is
necessary to use appropriate sampling techniques.
c. It allows the collection of data on a wide variety of questions
about the evaluation process in the career.
d. To determine if there are differences between qualitative
variables, the information collected was standardized with
equal questions for all subjects, which allowed intergroup
comparisons, considering three categories of response analysis
in Likert-type scale (always = 3, sometimes = 2 and never =
1), designating the 20 questions (Annex 1).of the survey in:
Objectives with questions 1, 2, 3, 4, 18 and 20; Procedures
with questions 6, 7, 8, 9, 11, 12, 13 and 19 and Evaluation
results with questions 5, 10, 15, 16 and 17.
Results
The information from the surveys allowed us to learn about the
teaching-learning process applied by the teachers in the classroom
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and the students' assessment of these processes inherent to the
evaluation of learning.
The sample obtained reflects the participation of teachers from all
specialty branches of the Marine Biology Career in relation to the
different curricular organization units: basic, professional and degree
described in the curriculum.
In general, in the survey applied to the students of the Marine
Biology Career, it is determined that 67% responded in a valuation
scale of Always in the 20 questions that were given to them; while
the results reflected by the teaching staff show that most of the
questions are within a range of 55 to 85% with the valuation of
Always, that is, there is certain homogeneity of this criterion
between the students and the teaching staff. However, it is evident
the high valuation of self-evaluation by the faculty in most of the
survey items. However, in the evaluation scale Occasionally, the
response of students who know little about how the evaluation
process is applied by the teaching staff is reflected with a greater
tendency, whose percentages are between the range 30 to 55%, as
opposed to the answers given by teachers, whose values are lower
than this range, as shown in Figure 1 a, b.
Figure 1. Results of the evaluation process of the Marine Biology
Career: a) students and b) professors.
a)
b)
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The object to be evaluated continues to be the student's learning in
the form of "academic performance", understood as that which the
student is able to demonstrate as a reflection of his learning or, better,
that which he is asked to demonstrate through the instruments that
we put in place when he is told that he is being evaluated (Salinas-
Fernández and Cotillas Alandí, 2007).
In addition, as Gil (2012) points out, it is important to know the
students' perceptions about how assessment is carried out, since they
explain to a large extent their (teachers') way of acting (p. 136).
The results reflect the tendency of higher values among questions 5,
10, 16 in relation to the evaluation of the contents taught and the
techniques applied by the teachers that have the purpose of verifying
and measuring what the students have learned; the results detail the
ways of teaching, learning and evaluating the students' diary. The
evaluation applied emphasizes only the general results of
reproductive thematic units during the process.
Hypothetically, evaluating the learning of the students of the Marine
Biology Career allows obtaining only a qualification (Moreira and
Santos, 2016), without discovering the own difficulties to teach what
we want to teach, achieving little motivation in the students towards
the study, which is reflected in the percentages 53% in the valuation
scale Always, an aspect that is opposed to the perception of the
faculty in the same scale whose percentage was 75%; This
evaluation means that the teaching staff complies with the objectives
of the different evaluative learning strategies, which is somewhat
contradictory to the perception of the students of the course.
However, significant differences are also observed in the evaluative
scale In Occasions with 42% for the students and 18% for the
teachers, in relation to the definition of the objectives to be evaluated
in the teaching-learning process, as well as the way in which the
teachers transmit the information during the class.
On the other hand, from the students' point of view, what is
questionable is the way in which they analyze, interpret and express
the information they receive from the teachers. In this sense, it is
analyzed whether or not the teachers are transmitting the pertinent
information to the students (Figure 2).
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Figure 2. Average survey percentage according to the Evaluation
Objectives category.
It is important to point out that the students should know how they
will be evaluated, so that they can commit themselves to use these
tools and reach the expected results of the course. In this case, the
criteria of the faculty are different from those considered by the
students, since the latter group considers that the teacher is not clear
in the formulation of the methodology to be followed during the
evaluation process, being contradictory to the opinion of the faculty.
For this reason, the situation leads us to ask ourselves questions
about what we want to develop in the student and subsequently, what
kind of evidence we have that we are on the right line to transmit
knowledge and that the student assimilates this information. The
above denotes that the student should know that an evaluation is not
to "make him fall" or "reduce the number of students" in the semester
or make him see that "one knows more", but that he should "see" in
that evaluation an opportunity to improve and acquire the knowledge
that was imparted to him. However, the student's response leads us
to the reflection of self-evaluation, if we are really transmitting this
criterion to the student, if we generate an evaluation that the student
does not understand or, if a high percentage of students "do not
pass", it is there where we have to self-evaluate and analyze if the
evaluation criteria are correct; it is important to emphasize that we
do not have to consider that we are the owners of the truth. It is
necessary to analyze the value that evaluation can have in the
mentioned process, the way of grading work and recording
achievements has been widely recognized, that is, to emphasize that
0
10
20
30
40
50
60
70
80
Siempre En ocasiones Nunca
Percentage (%)
Response category
Category: Objectives
Students
Teachers
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the purpose of evaluation is to improve standards, not only to
measure them.
For the Procedures category, eight questions were considered whose
themes reflect in a broader way the effect that the evaluable object
has on the context and academic environment developed by faculty
and students of the School. The result obtained during the
development of the applied evaluative method allowed to increase
the effectiveness of the evaluative process in this research, which is
evidenced when we read percentages of 70% by the professors in the
scale Always, who consider that the applied evaluations help to
improve the study and to enhance the students' learning; this result
is opposed to 46% of the students' perception in the same scale, they
consider that only evaluative procedures are applied to certify a
grade, without evaluating the procedures and the skills put into
action. Furthermore, this percentage is similar in the evaluative scale
In Occasions, in which they state that teachers collect information to
obtain data and issue a value judgment without correcting or
improving the skills acquired during the teaching-learning process,
demonstrating that there is a pedagogical deficit on the part of the
teachers, totally different criteria because the teaching staff assures
that the active participation of the students in the different teaching
strategies is encouraged, evaluating the attitudes and values
demonstrated during the theoretical and practical classes, objectively
measuring the possible academic performance of the students, in
addition to the use of several evaluation strategies and instruments
during the whole process (Figure 3). In this way, Bonetto, Paoloni
and Bonolo (2017) argue that new developments on assessment are
linked to a type of alternative assessment -problem solving,
portfolios, dynamic assessment, broad scope tasks-, incorporated in
educational systems in recent years, which allows facilitating the
monitoring of the progress of students' work (p. 5).
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Figure 3. Average survey percentage according to the Evaluation
Procedures category.
The analysis category Results expresses what a student should know,
understand and be able to do after obtaining a grade or completing a
program and its components (Casas et al, 2002); In relation to this,
the averages of answers to questions 5, 10, 15, 16 and 17 reflect that
there is a relationship between the vision that the faculty and students
have of the Faculty, whose percentages were 76 and 62% in the
valuation scale Always, which means that the knowledge obtained is
previously announced and projected by the teacher and then
transmitted clearly and effectively in the classroom; This means that
the knowledge obtained is previously announced and projected by
the teacher and subsequently transmitted in a clear and effective way
in the classroom, being verified in the evaluations made by the
students, in addition to the fact that the knowledge and competencies
developed by the teachers are linked to the learning needs of the
students, which allows them to develop not only individually, but
also as a team. It is important to highlight that a group of teachers
indicate that at certain times the results do not reflect what was
learned according to the results of the survey with 16% in the value
scale On Occasions, which contrasts with the perception of the
students in the same scale (Figure 4).
0
10
20
30
40
50
60
70
80
Siempre En ocasiones Nunca
Percentage (%)
Response category
Category: Procedures
Students
Teachers
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Figure 4. Average survey percentage according to the Evaluation
Results category.
We must emphasize that the teachers transmit their knowledge to the
students and this knowledge is in turn captured and assimilated,
given that the results of the evaluations reflect what was received in
class and that there is a clear analysis of these results at the time of
the evaluations (questions 5 and 16). If we ask ourselves how to
teach with what we know today to face an unknown future and even
create it from the transformation of what we are and know today?
(Bowden and Marton, 2011, p. 345), we can determine that as a
teaching staff we have the capacity and enthusiasm to continue
acquiring knowledge for transmission to students based on our life
experience, adjusting to different circumstances, as well as
elucidating between real knowledge and knowledge that does not
have a technical, scientific and truthful basis. This situation is
reflected in the analysis of the category we have classified as
"Results", that is to say, a concordance between what the teacher
expects to teach and what the student perceives from that teaching.
For this, it is necessary that both students and teachers acquire
commitments in the development of classes and in the use of
teaching-learning and evaluation strategies. In this sense, in order to
achieve an active participation of students, it is necessary to take into
consideration pedagogical principles oriented to the development of
thinking in the actors involved, the implementation of research
methodology in the search for sources of information, promoting
0
10
20
30
40
50
60
70
80
Siempre En ocasiones Nunca
Percentage (%)
Response category
Category: Results
Students
Teachers
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interest in reading and participation in class, exposing different
points of view that contribute to the ability to make decisions in
situations of uncertainty.
The vast majority of teachers consider that there is a balance between
the complexity of what is taught and the level of demand of the
evaluations (Acebedo, Aznar and Hinojo, 2017), according to the
averages obtained, 74% of the teachers have the will and didactic
capacity to evaluate the teaching-learning process, although the
evaluation process can be affected by learning problems or
conceptual gaps on the part of the students, which are not detected
in time (Escobedo and Arteaga, 2015). In fact, this result has a
certain relationship with the perception of the students (54%), they
consider that the evaluation is a direct manifestation of the influence
that teachers have (Zapata, 2012), since it can be a refined way of
punishing or, in turn, democracy, respectful, transparent and
formative dialogue is put to the test, generating a climate of trust
with the teacher. We must emphasize that the evaluative action is
focused or aimed at the continuous improvement of student learning.
In any case, the authors Hernández-Nodarse, Gregori-Casamayor
and Tomalá-Solano (2018) argue that:
[... ]it is necessary to develop an inquiring, comprehensive,
dialogical, systematic evaluation based on ethical principles, which
makes it necessary to use a variety of methods, techniques and
instruments to assess what students learn and how they learn, their
needs, progress and achievements in the different learning contents
(conceptual, procedural and attitudinal), which allows for
readjusting teaching methodologies (p. 2).
Discussion
The evaluation method applied by the professors of the faculty
integrates theory and practice through the learning results and
competencies acquired in the subjects, considering that traditional
expository classes are used; cooperative learning or learning based
on problems, which facilitate the possible alternative of placing the
student in the center of the teaching-learning process, facilitating
significant learning and offering satisfactory results. The questions
that allude to the procedures applied by the teachers are located in
positions Always, Occasionally and Never with intermediate and
low percentages, which evidences a pedagogical deficit on the part
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of the teachers; these at times are not totally comprehensible, clear
and explanatory in their classes because they do not know some
pedagogical tools necessary to teach the contents of the subject and
transmit them to the students. We must consider that the evaluation
is part of a continuous process, it should only be segregable from a
methodological perspective, its quantification can be expressed in
grades, in concepts, in scales of scores, percentages or another
measurement scale that demonstrates the hierarchy of the results
obtained during the teaching-learning process developed at the
School.
The present work evaluated the quality of the teaching given based
on the perception of students and teachers of the Marine Biology
career, through the application of instruments, presenting a measure
of excellent internal reliability during the process, the relationship of
the evaluation with factors associated with the student body and
faculty was also analyzed. If we place ourselves in the area of
knowledge, the evaluation of teachers in most cases performed
written evaluations, which implies that during the development of
teaching practice they only design traditional strategies such as
lectures.
There are shortcomings or difficulties that in general are regularly
observed, which are associated with the methodological-didactic
aspects of selection and drafting of learning outcomes; application
of teaching methods that are scarcely productive and problémicos,
and insufficient systemic evaluation during the planning of classes
by teachers.
There is a perception among students that the faculty transmits
knowledge, developing not only a desirable culture but also a
professional status that will allow them to incorporate into society in
an effective way by receiving a discipline/subject/knowledge of
quality.
It is necessary that the professors incorporate a variety of didactic
methodologies that compile cognitive, procedural and attitudinal
skills of the students to improve the learning process, promoting
changes and transformations in the evaluative practices in the
university educational context.
Finally, it is recommended to incorporate the faculty in trainings
related to the use of assessment strategies, because as mentioned by
Barraza and Gonzalez (2016) the relationship between the different
intelligences and the academic performance of students responds to
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class designs and assessment methods that consider the perception
of student ability as an important input for planning classroom work.
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