Abstract:

In recent decades, there has been a growing emphasis on continuous assessment. This type of assessment is being applied in most undergraduate and graduate programs for student evaluation. Furthermore, elements for evaluating faculty teaching have also been introduced. The most common method is a single survey completed by students at the end of the academic term. Consequently, faculty evaluation is not continuous; it is a final assessment based solely on student feedback. This study implemented a faculty evaluation approach that includes a mid-term survey, the results of which are shared with the professor, and a final survey. The aim is for professors to understand their students' perceptions and opinions midway through the academic term and to adjust their teaching methodology. The results obtained in trials in three subjects of three different university engineering degrees show that the final rating improves compared to the intermediate one, favored by the changes and adjustments introduced by the professor in his teaching methodology. Nevertheless, the professor's assessment, conducted by the students, remains controversial. Some authors point out that a student's opinion provides only a partial view of the construction of teaching competence, needing complementary indicators. These include training received in specific courses on learning innovation, the generation of new teaching materials, active participation in educational conferences, publications in journals in the field, or related management (area coordinator, coordinator of a degree or master's program).

Keywords:

Professor’s assessment, higher education, students' feedback.