USE OF A SKILLS ASSESSMENT TOOL IN TEACHING OF GRADUATE AND POSTGRADUATE DEGREES

The aim of this study is to compare the results of evaluation of teaching skills of a university teacher in three different subjects, two subjects of the first degree and another of postgraduate degree, by using the tool "improvement in teaching." This tool is included in the program of the pedagogical innovation at the University Miguel Hernandez to improve the quality of university education and is aimed at improving the teaching skills of university professors. The program is a quality survey that assesses cognitive, educational, emotional and communicative skills. The use of the tool includes self-assessment of skills by the teacher and the possibility of inviting the students to assess these skills and allows contrasting different viewpoints. Students in different courses, two of the first degree and one of postgraduate degree were invited by advertisement in the web of course, to complete the survey on line in order to assess the competences of a teacher. The teacher also answered the same survey. The two first-grade subjects were given the same students but in different semesters, allowing information about the quality of teaching received by students, modify teaching strategies and verify the possible improvement. The third subject is included in an official master with doctoral continuity. Results were compared with the subjects of first degree. Participation in the program was low in both graduate and postgraduate degree, despite its voluntary and anonymous. The score obtained from the opinions of the students improved in all skills evaluated from first to second semester which shows the effectiveness in using these tools for feedback on improving teaching skills. In the second evaluation the average score for students was always greater than 4 (on a scale of 1 to 5). Of the 34 items evaluated the score for students was higher than the self-assessed by the teacher in 16, equal in 2 and under at 16. All skills assessed were better scored by postgraduate students compared with grade, which could indicate a greater involvement of the teacher in this teaching which handle smaller groups and more homogeneous