Abstract:

The global pandemic of COVID-19 leads to the suspension of face-to-face activities in many countries. In the university area, this suspension implies the immediate transformation of the in-person lessons into an online format, where the steps taken are more focused on an imminent urgency than to a previous structured planning. Facing this mode generates a wide concern among the professorship with all the parties involved from the point of view of equity, security and transparency. Fortunately, the long-awaited return to the ‘new normal’ means that many universities are returning to the presence-based modality, trying to integrate pre-pandemic elements with the learning developed throughout the pandemic. Student satisfaction surveys, among other instruments, serve to put on the table the quality of the teaching activity before, during and after this period, including resources and capacities. In general, surveys are a continuous improvement tool for the academic community. However, its reading generates great controversy and there are many voices alluding to its low degree of reliability. Even so, its implementation has been maintained for decades in multiple universities. This article makes a comparison to verify the effects of the evaluation of the teaching staff in their performance before, during and after this situation in a private university. It should be noted that these evaluations have been modified during the pandemic in order to adapt to the different scenarios that have emerged. The review focuses on a first-year subject within the quantitative area, where the student's own background makes the assessment already complicated even under normal conditions.

Keywords:

Assesing teaching activity, covid, student satisfaction survey, quantitative subject.