Estudio estadístico de los indicadores de calidad en los títulos de edificación de la UPCT = Statistical study of quality indicators in UPCT building titles
DOI:
https://doi.org/10.20868/abe.2020.3.4518Keywords:
Indicadores de calidad, Evaluación de la actividad docente, Carga de trabajo, Evaluación de títulos universitarios, Quality indicators, Evaluation of teaching activity, Workload, Evaluation of university degreesAbstract
El trabajo que se presenta ha consistido en un análisis de los datos de indicadores de calidad de la UPCT utilizando herramientas estadísticas sencillas, acompañado de una revisión bibliográfica de numerosas publicaciones sobre las encuestas de satisfacción y la carga de trabajo. Se han empleado los datos de los títulos de Arquitectura y Edificación de la UPCT durante el curso 2017-2018 y, para contextualizar los resultados, también los del conjunto de esa Universidad y su comparativa con dos cursos anteriores. El objetivo ha sido conocer la relación entre las variables disponibles, su evolución temporal y las posibles diferencias por cursos, tipos de asignatura, niveles, etc., para mejorar los procesos de gestión de la información de la UPCT. Se discuten los resultados obtenidos, entre ellos la no existencia de sesgos en las encuestas de satisfacción y las posibles implicaciones de cargas de trabajo elevadas en determinadas asignaturas.
Abstract
The work presented has consisted of an analysis of the UPCT quality indicator data using simple statistical tools, accompanied by a bibliographic review of numerous publications on satisfaction surveys and workload.
The data of the degrees in Architecture and Building of the UPCT during the academic year 2017-2018 have been used and, to contextualize the results, also those of the whole of that University and its comparison with twor previous courses. The objective has been to know the relationship between the available variables, their temporal evolution and the possible differences by course, type of subject, levels, etc., in order to improve the information management processes of the UPCT. The results obtained are discussed, including the nonexistence of biases in the satisfaction surveys and the possible implications of high workloads in certain subjects.
Downloads
References
ANECA, "Guía de apoyo para la elaboración de la memoria de verificación de títulos oficiales universitarios (Grado y Máster)", pp. 20-24, 2015.
López-Aguado, M. "La evaluación de la calidad de títulos universitarios. Dificultades percibidas por los responsables de los sistemas de garantía de calidad", Educación XX1, 21(1), 263-284,
García Martín, A. y García-León, J. "Una experiencia de medición de la carga de trabajo percibida por los estudiantes para facilitar la coordinación horizontal", REDU, Revista de Docencia Universitaria, 15(1), pp. 81-104, 2017.
Boring, A. Gender biases in student evaluations of teaching" Journal of Public Economics, 145, pp. 27-41, 2017.
Vázquez Arenas, Gemma et al. "¿Existe sesgo de género en la valoración de la actividad docente de títulos de Edificación? = Is there a gender bias in the valuation of the teaching activity in Building Engineering degrees?", Advances in Building Education, v. 2, no. 3, pp. 80-93, 2018.
Wachtel, H.K. "Student evaluation of college teaching effectiveness: a brief review". Assessment & Evaluation in Higher Education, 23(2), pp. 191-212, 1998.
Nasser, F. y Fresko, B. "Faculty views of student evaluation of college teaching", Assessment & Evaluation in Higher Education, 27(2), pp. 187-198, 2002.
Merritt, D.J. "Bias, the brain, and student evaluations of teaching", St. John's Law Review, 82, pp. 235-287, 2008.
MacNell, L., Driscoll, A., y Hunt, A.N. "What’s in a name: exposing gender bias in student ratings of teaching" Journal of Collective Bargaining in the Academy, Article 52, 2015.
Aleamoni, L.M. "Student rating myths versus research facts from 1924 to 1998", Journal of Personnel Evaluation in Education, 13(2), pp. 153-166, 1999.
Benton, S.L. y Cashin, W.E. "Student ratings of instruction in college and university courses". En M.B. Paulsen (ed.), Higher Education: Handbook of Theory and Research, 29, pp. 279-326, 2013.
Culver, S. "Course grades, quality of student engagement, and students’ evaluation of instructor", International Journal of Teaching and Learning in Higher Education, 22(3), pp. 331-336, 2010.
Tolosa, P. "Evaluación de la calidad docente". Academia. Revista sobre enseñanza del Derecho, 7, pp. 411-418, 2006.
De Carvalho Andrade, E. y De Paula Rocha, B. "Factors affecting the student evaluation of teaching scores: Evidence from panel data estimation". Estudos Econômicos, 42(1), pp. 129-150. 2012.
Apodaca, P. y Grad, H. "The dimensionality of student ratings of teaching: integration of uni and multidimensional models", Estudio estadístico de los indicadores de calidad en los títulos de edificación de la UPCT Gemma Vázquez Arenas; Antonio García Martín; Josefina García-León; Teresa Montero Cases Advances in Building Education / Innovación Educativa en Edificación | ISSN: 2530-7940 | http://polired.upm.es/index.php/abe | Cod. 0090 | Septiembre - Diciembre 2020 | Vol. 4 Nº 3 | pp. 65/89 | | 87 | Studies in Higher Education, 30(6), pp. 723– 748, 2005.
Shook, B. y Greer, M. "The misanalysis, misinterpretation, and misuse of student end-ofcourse evaluation data", National Social Science Journal, 44(2), pp.89-97, 2015.
Dorta-González, P. y Dorta-González, M.I. "The student evaluation of teaching and the competence of students as evaluators". Anales de ASEPUMA nº 21, 4012 p., 2013.
Barth, M.M. "Deciphering student evaluations of teaching: A factor analysis approach". Journal of Education for Business, 84(1), pp. 40-46, 2008.
Pounder, J. "Is student evaluation of teaching worthwhile? An analytical framework for answering the question". Quality Assurance in Education. 15(2), pp. 178-191, 2007.
Molero, D. y Ruiz, J. "La evaluación de la docencia universitaria. Dimensiones y variables más relevantes", Revista de Investigación Educativa, 23(1), pp. 57-84, 2005.
Marsh, H. y Roche, L. "Making students' evaluations of teaching effectiveness effective", American Psychologist, 52(11), pp. 1187-1197, 1997.
Uttl, B., White, C.A. y Gonzalez, D.W. "Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related", Studies in Educational Evaluation 54, pp. 22-42, 2017.
Abadía, A.R., Bueno, C., Ubieto-Artur, M.I., Márquez, M.D., Sabaté, S., Jorba, H. y Pagès, T. "Competencias del buen docente universitario. Opinión de los estudiantes", REDU-Revista de Docencia Universitaria, 13(2), pp. 363-390, 2015.
Zabaleta, F. "The use and misuse of student evaluations of teaching", Teaching in Higher Education, 12(1), pp. 55-76, 2007.
Kim, C., Damewood, E. y Hodge, N. " Professor attitude: its effect on teaching evaluations". Journal of Management Education, 24(4), pp. 458-473, 2000.
Álvarez, V., García, E. y Gil, J. " La calidad de la enseñanza universitaria desde la perspectiva de los profesores mejor valorados por los alumnos", Revista de Educación, 319, pp. 273-290, 1999.
Marsh, H. y Roche, L. " Effects of grading leniency and low workload on students’ evaluations of teaching: popular myth, bias, validity, or innocent bystanders?", Journal of Educational Psychology, 92(1), pp. 202-228, 2000.
Berk, R.A. "Should student outcomes be used to evaluate teaching?", Journal of Faculty Development, 28(2), pp. 87-96, 2014. Ç
Marsh, H. " Students’ evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness"., en R.P. Perry and J.C. Smart (eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, pp. 319-383, 2007.
Murray, H.G. "Student evaluation of teaching: has it made a difference?" Paper presented at the Annual Meeting of the Society for Teaching and Learning in Higher Education, Charlottetown, Prince Edward Island, 2005.
Boring, A., Ottoboni, K., y Stark, P. " Student evaluations of teaching (mostly) do not Estudio estadístico de los indicadores de calidad en los títulos de edificación de la UPCT Gemma Vázquez Arenas; Antonio García Martín; Josefina García-León; Teresa Montero Cases Advances in Building Education / Innovación Educativa en Edificación | ISSN: 2530-7940 | http://polired.upm.es/index.php/abe | Cod. 0065 | Enero - Abril 2019 | Vol. 3 Nº 1 | pp. 34/55 | | 88 | measure teaching effectiveness". Science Open Research, 2016.
Penny, A.R. " Changing the agenda for research into students' views about university teaching: Four shortcomings of SRT research", Teaching in Higher Education, 8(3), pp. 399- 411, 2003.
Luna, E. y Torquemada, A. " Los cuestionarios de evaluación de la docencia por los alumnos: balance y perspectivas de su agenda", Revista Electrónica de Investigación Educativa, 6número especial, 2008.
Abrami, P.C., d’Apollonia, S. y Rosenfield, S. "The dimensionality of student ratings of instruction: What we know and what we do not", en R.P. Perry and J.C. Smart (eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, pp. 385-456, 2007.
Kramp, J. "The Effect of Workload on Student Evaluations of Teaching", ETD Archive. Paper 455. Cleveland State University, 2010.
Hajdin, G. y Pažur, K, " Differentiating between student evaluation of teacher and teaching effectiveness", Journal of Information and Organizational Sciences, 36(2), pp. 123- 134, 2012.
Wolbring, T. y Treischl, E. "Selection bias in students’ evaluation of teaching. Causes of student absenteeism and its consequences for course ratings and rankings", Research in Higher Education, 57, pp. 51–71, 2016.
Arnold, I.J.M. "Do examinations influence student evaluations?", International Journal of Educational Research, 48, pp. 215–224, 2009.
Spooren, P. y Van Loon, F. "Who participates (not)? A non-response analysis on students’ evaluations of teaching", Procedia - Social and Behavioral Sciences, 69, pp. 990- 996, 2012.
Carle, A.C. "Evaluating college students’ evaluations of a professor’s teaching effectiveness across time and instruction mode (online vs. face-to-face) using a multilevel growth modeling approach", Computers & Education, 53, pp. 429–435, 2009.
Sánchez, F., Rubio, R., Alonso, E. y Retamal, K. " La valoración de la actividad docente. Algo más que la opinión de los estudiantes", Boletín de Psicología, 97, pp. 71- 92, 2009.
Mas, O. " Las competencias del docente universitario: la percepción del alumno, de los expertos y del propio protagonista", REDU Revista de docencia Universitaria, 10 (2), pp. 299-318, 2012.
Berk, R.A. "Survey of 12 strategies to measure teaching effectiveness", International Journal of Teaching and Learning in Higher Education, 17(1), pp. 48-62, 2005.
Clayson, D.E. "Student evaluations of teaching: Are they related to what students learn? A meta-analysis and review of the literature", Journal of Marketing Education, 31, pp. 16–30, 2009.
Fernández Rico, J. E., Fernández Fernández, S., Álvarez Suárez, A. y Martínez Camblor, P. " Éxito Académico y satisfacción de estudiantes con la enseñanza universitaria" RELIEVE, Revista Electrónica de Investigación y Evaluación Educativa. 13(2), pp. 203-214, 2007.
Centra, J. A. "Differences in responses to the student instructional report: Is it bias?", Princeton: Educational Testing Service, 2009. Estudio estadístico de los indicadores de calidad en los títulos de edificación de la UPCT Gemma Vázquez Arenas; Antonio García Martín; Josefina García-León; Teresa Montero Cases Advances in Building Education / Innovación Educativa en Edificación | ISSN: 2530-7940 | http://polired.upm.es/index.php/abe | Cod. 0090 | Septiembre - Diciembre 2020 | Vol. 4 Nº 3 | pp. 65/89 | | 89 |
Tran, N.D. " Reconceptualisation of approaches to teaching evaluation in higher education", Issues in Educational Research, 25(1), pp. 50-61, 2015.
Benton, S.L. y Li, D. "Judging the credibility of quantitative student ratings of instruction research" IDEA Paper. Nº. 80, 2019.
Boysen, G.A. "Statistical knowledge and the over-interpretation of student evaluations of teaching", Assessment & Evaluation in Higher Education, 42(7), pp. 1095-1102, 2017.
Berk, R.A. "Should student outcomes be used to evaluate teaching?", Journal of Faculty Development, 28(2), pp. 87-96, 2014.
García Martín, A. y García-León, J. " Una experiencia de medición de la carga de trabajo percibida por los estudiantes para facilitar la coordinación horizontal", REDU, Revista de Docencia Universitaria, 15(1), pp. 81-104, 2017.
García Martín, A., Conesa, J.F. y Blancafort, J., coordinadores, La innovación docente aplicada a la calidad de los títulos universitarios en la UPCT (curso 2017-18). CRAI UPCT Ediciones, pp. 73-106, 2018.
García Martín, A. y Conesa Pastor, J.F., coordinadores, Acciones para la mejora de la calidad de los títulos de la UPCT: proyecto de innovación docente (curso 2018-19). CRAI UPCT Ediciones, pp. 35-108, 2019.
Downloads
Published
Issue
Section
License
ABE (Advances in Building Education / Innovación Educativa en Edificación) does not charge authors for processing or publishing an article and provides immediate Open Access to its content. All content is available free of charge to the user or his institution. Users are permitted to read, download, copy, distribute, print, search or link to the full text of articles, or use them for any other lawful purpose, without prior permission from the publisher or author. This is in accordance with the BOAI definition of open access.
- Authors retain the copyright and grant to the journal the right to a Creative Commons attribution / Non-Commercial / Non-Derivative 4.0 International (CC BY NC ND) License that allows others to share the work with an acknowledgement of authorship and non-commercial use.
- Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book).
Unless otherwise indicated, all contents of the electronic edition are distributed under a Creative Commons license.
