The DOCENTIAZ Programme for Teacher Assessment at the University of the Basque Country: Model, Introduction and Results

By Joana Jaureguizar, Itziar Alkorta, Susana Andino, Luis Mª Gallarreta and Susana Lafuente.

Published by Journal of the World Universities Forum

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Article: Print $US10.00
Article: Electronic $US5.00

In accordance with the entry requirements for the European Higher Education Area, the Spanish National Agency for Quality Assessment and Accreditation designed a proposal for teacher assessment in Spanish universities. This proposal was adapted for the University of the Basque Country (UPV/EHU)—the only public university in the Basque region, with 33 sites, 300 courses and over 5000 teachers—in the form of the DOCENTIAZ Programme. DOCENTIAZ was scheduled to be introduced in two experimental phases as a voluntary programme: the first phase was implemented between May 2010 and February 2011, and the results of its meta-analysis will be presented in this article. The second experimental phase began in June 2011 and is due to be completed in January 2012. The purpose of DOCENTIAZ is exclusively formative, and it is based on the teaching-learning model promoted by the UPV/EHU: the IKD model (student-centred cooperative and dynamic teaching). There are three sources of information for DOCENTIAZ: the teaching staff, who fill out a self-report; the students, who give their opinions in a questionnaire every four months; and the university sites, which provide reports drawn up by their quality committees. Three dimensions are assessed: planning and implementation of the teaching-learning process, results, and teachers’ professional development. Also taken into account are the difficulties involved in teaching in accordance with pre-established factors depending on the type and variety of staff. The assessment is carried out by a committee made up of teachers with extensive experience and by external experts. This committee, prior to the second experimental phase, published the assessment criteria with the aim of achieving a verifiable, transparent and easily comparable process. This article gives an account of the two experimental phases, followed by a discussion of the implications of this teaching assessment model for the quality of university courses.

Keywords: Teaching Assessment, Formative Assessment, Quality, Self-report, Student Opinion

Journal of the World Universities Forum, Volume 5, Issue 3, pp.107-120. Article: Print (Spiral Bound). Article: Electronic (PDF File; 578.233KB).

Joana Jaureguizar

University Teacher and Director, Teaching Assessment Service, University of the Basque Country, Leioa, Spain

Director of the Teacher Assessment Service, University of the Basque Country, Spain.

Itziar Alkorta

University of the Basque Country, Spain

Vice-Rector for Teaching Quality and Innovation, University of the Basque Country, Spain.

Susana Andino

University of the Basque Country, Spain

Technician at the Teacher Assessment Service. University of the Basque Country, Spain.

Luis Mª Gallarreta

University of the Basque Country, Spain

Technician at the Teacher Assessment Service. University of the Basque Country, Spain.

Susana Lafuente

University of the Basque Country, Spain

Technician at the Teacher Assessment Service. University of the Basque Country, Spain.

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