Learning-oriented assessment: Perception of teachers from a Chilean university ; Evaluación orientada al aprendizaje: percepción de docentes de una universidad chilena ; Avaliação orientada para a aprendizagem: percepções dos professores de uma universidade chilena

Objective: in the current context of higher education, in which there is an aspiration to shift from a traditional vision of assessment towards a formative approach, the aim of this study was to determine the Chilean university teachers' perception on learning-oriented assessment. Method: it is a quantitative study, with a non-experimental research design of correlational type. A total of 117 teachers from a university in southern Chile participated. They answered the instrument ActEval (by its acronym in Spanish), which has 31 items organized into four dimensions and three evaluation criteria: importance, competence and use. Data were analyzed according to descriptive indicators of variables, comparison (years of teaching experience and training of university teaching), relation between variables and teacher profiles identification. Results: they showed that teachers appreciate positively learning-oriented assessment practices, but they feel less competent to carry out and use them. No significant differences according to variables studied were found. Positive correlations between all criteria were found. Three profiles of university teachers were identified: flexible evaluator, stable evaluator and theoretical evaluator. Conclusions: this study allows to understand that while teachers value the learning-oriented assessment, there is a need to train them so they can develop competences that allow them to use this assessment approach. ; Objetivo: en el contexto de educación superior actual, en el que se aspira a cambiar de una visión tradicional de la evaluación hacia un enfoque formativo de la misma, esta investigación buscó determinar la percepción de los docentes universitarios chilenos sobre evaluación orientada al aprendizaje. Método: es un estudio cuantitativo, con un diseño no experimental de tipo correlacional. Participaron 117 docentes de una universidad del sur de Chile, quienes contestaron el instrumento ActEval, que tiene 31 ítems organizados en cuatro dimensiones y tres criterios de evaluación: ...