ASSESSMENT IN VIRTUALITY SCENARIOS: ANALYSIS OF TEACHERS CONCEPTIONS IN TRAINING

Abstract

The research article aims to investigate the conceptions that students and teachers of a Bachelor's degree program in Early Childhood Education have about the evaluation of learning in virtual contexts (e-assessment). A survey was applied to 135 students and 29 teachers. For each group of informants, an instrument was designed in which a first section associated with general aspects of the informants such as age, gender, among others, was considered, followed by a block of questions in which the participants had to evaluate, by means of a Likert scale, the level of frequency with which events occurred in the framework of the teaching-learning process and its relation with the evaluative processes in virtual contexts. The results show that teachers have a favorable conception of each of the aspects associated with the evaluative practice through the use of digital resources, while students state that e-assessments do not meet the objectives of the subjects and do not contribute to the development of critical thinking.