Abstract:

The purpose of the present paper is to describe and offer a critical reflection on the difficulties encountered in applying the ANECA Docentia support program for teaching performance assessment in the specific case of the official Master’s Degree in New Trends and Innovation Processes in Communication at the Universitat Jaume I (UJI). The paper begins by outlining the main difficulties experienced in applying the original design of the Docentia program in the context of the aforementioned master’s degree, first taught in the 2007-08 academic year. The main objectives underlying the development of a model adapted to the teaching reality of this master’s degree are then detailed. The following section explores the main objectives that guided the development of a (parallel) alternative model to the one proposed by the Office of the Vice-Rector for Academic Organization and Teaching at UJI in response to the problems and difficulties of this model (based on the assessment of teachers by students at a distance) reported in this paper. In addition to our descriptive analysis, we also present the teaching assessment system developed by the master’s course directors, and an explanation of the difficulties and limitations we came across in its application. The paper concludes with the results obtained after applying the Docentia program over three academic years, and proposals for initiatives to improve teaching quality in this master’s degree.

Keywords:

Teaching Evaluation, Master Degree Quality Standars, Quality Management, ANECA Docentia Program.