¿Están sesgadas las evaluaciones de la docencia universitaria realizadas por los estudiantes?

  1. María Castro-Morera 1
  2. Enrique Navarro Asencio 1
  3. Coral González-Barbera 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2024

Número: 404

Páginas: 169-200

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2024-404-621 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Los cuestionarios que utilizan a los estudiantes como fuente de información para valorar la docencia universitaria son una herramienta habitual en los sistemas de evaluación de las universidades. Los docentes universitarios suelen cuestionarlas aludiendo a la posibilidad de que los estudiantes emitan valoraciones sesgadas, vinculadas a rasgos o acontecimientos docentes que no están relacionados con la valoración, ecuánime, de la actividad docente. El objetivo principal de este trabajo es examinar las relaciones entre las características de los estudiantes y de los profesores y las puntuaciones en el cuestionario de evaluación de la docencia aplicado a los estudiantes de la Universidad Complutense de Madrid, para detectar posibles patrones sesgados con relación a la valoración que éstos ofrecen de sus profesores. Se ha realizado un modelo jerárquico lineal de clasificación cruzada, con dos niveles, siendo el primer nivel los estudiantes y el segundo los profesores.La muestra de este trabajo está compuesta 143.377 encuestas, respondidas por 33.071 estudiantes que supuso la evaluación de 7.885 actividades docentes y 3922 profesores en el curso 2016-17. Los resultados indican que las valoraciones que los estudiantes emiten sobre los profesores están influidas sobre todo por el interés que manifiestan por la asignatura, la edad de estudiantes y docentes y, en menor medida, la asistencia, horas de estudio y calidad investigadora. Hay que destacar que no tiene relación alguna con las valoraciones sobre la docencia el tipo de estudios de grado o máster que cursan, el rendimiento académico del estudiante, ni la categoría laboral del profesor. Tras este análisis de los resultados, no se puede afirmar la existencia de sesgos invalidantes derivados del uso de los cuestionarios para la evaluación de la docencia universitaria respondidos por los estudiantes.

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