Abstract:

For decades the activity of the university lecturer has been under evaluation, in the sphere of classroom learning, distance learning and a mixture of the two, through the means of questionnaires whose indicators are made without taking into account the opinion of the students, diminishing their theoretical validity, in our opinion, significantly.

In former studies (Cañadas 2013; San Luis y Cañadas, 2014) we have carried out data collection on an enormous scale, both in person and via the internet, in an open questionnaire that gathers the characteristics of a university lecturer as defined by the students themselves.

From the answers we obtained, we formulated the University Teaching Assessment Questionnaire in the blended classroom (CEPU – blended classroom), which aims to evaluate the university lecturer who carries out his/her work in distance learning universities, but also supervises the students face to face. The scale has 45 items, with five possible responses to each item, 1 being the least important and 5 being the most important.

The questionnaire was carried out on 302 students. An exploratory factor analysis was carried out in order to study the psychometric properties (reliability, validity and factor structure), along with an analysis of the items and of the internal consistency of the CEPU-blended classroom. The analyses showed that the items have a high degree of discrimination, a high internal consistency and a factor structure of one factor. Thus, we have a unidimensional questionnaire that allows us to scale both the most valued qualities in teachers and the teachers themselves. A parallel study shows the validation study that evaluates the evidence of validity based on the internal structure obtained.

Keywords:

Teacher evaluation, higher education.