Iberoamerican Journal of Educational Evaluation

The Ownership of Educational Institutions in University Entrance

Daniel Rodríguez Rodríguez — 2024-12-06

This study analyzes how the ownership of educational institutions influences the scores obtained by students in the university entrance exam in the province of Santa Cruz de Tenerife. Data were collected from 93 educational institutions (4,267 students) that participated in the university entrance exam (EBAU). A non-experimental quantitative approach was employed, using descriptive, comparative, and linear regression analyses to identify predictive relationships between school ownership and student scores. The results showed no difference in the average Bachillerato score between public and private schools. However, significant differences were found in the compulsory phase of the exam, where private schools achieved higher scores and a greater proportion of students passed (97% compared to 90% in public schools). The regression analysis revealed that the ownership of the institution did not influence the Bachillerato score, but it was a significant predictor in the compulsory phase of the exam. These findings underscore the need to implement educational policies aimed at ensuring equity in preparation and access to higher education, regardless of school ownership.

Impact Evaluation of the Professional Development of Teachers on Emotional Intelligence

Yolanda Heredia-Escorza — 2024-12-09

Reports indicate that 18% of all infants between the ages of three and five years present a gap in socioemotional development. At the same time, reports reveal the need to strengthen the socioemotional skills of teachers. Two applications implemented a diploma course in socioemotional education against this backdrop. Therefore, the objective of the research is to evaluate its impact on three dimensions: personal, family, and teaching. The selected methodology is of a mixed nature with a systematic and reflexive approach. The results indicate that the participants perceive a notable improvement in their own awareness of the HSE, as well as in their family relationships. In addition, they believe that the diploma course has positively influenced their teaching practice. The results suggest a substantial interest and commitment on the part of teachers to develop these skills in themselves and in their students. The results highlight the need to rethink HSE teacher training in Mexico and the importance of having educational public policies that facilitate its implementation. This would contribute to creating favorable learning environments for the well-being and development of students and teachers, including the reduction of discrimination.

Methodological Approach for the Evaluation of the Impact of Graduates in the Environment: A Case Study

Mayra Alejandra Lozano Rodríguez — 2024-12-15

This article presents a methodological proposal for evaluating the impact of graduates from higher education institutions, based on a case study at a Colombian university. The Graduate Impact Index (GII) was used to measure the university's contribution in four key components: comprehensive training, development of interpersonal skills, social mobility, and improvement of quality of life. The evaluation considers not only the academic impact but also a sociocultural perspective, recognizing the diversity of contexts of the graduates, particularly those in situations of social vulnerability. Surveys were conducted with 956 graduates between 2015 and 2022, employing a simple random sampling method. The results show that the GII reached 72% of the expected value (1), with interpersonal skills and perceptions of university training being determining factors, scoring higher. The challenges of conducting contextualized educational evaluations are discussed, particularly in environments with social, cultural, and economic diversity, and how higher education can act as an agent of social mobility and well-being.

Towards a Comprehensive Evaluation Model in Museums and Heritage Spaces in Castilla y León (Spain)

Alberto San Martín Zapatero — 2025-02-11

The new learning ecologies require evaluating educational interventions in museums and heritage spaces ? hereinafter MyEP ? in situated contexts with guarantees of quality, inclusion and a comprehensive perspective. The objective of the study is to comprehensively evaluate the educational interventions in 8 MyEPs in Castilla y León (Spain) to understand how they are carried out for visiting school groups. A case study design is followed, of an evaluative type with a critical focus on education and mixed method, where quantitative data is built on the collection of qualitative data. A procedure is applied in phases where a questionnaire-type instrument is constructed for the comprehensive evaluation of the educational intervention in MyEP, validated by experts and aimed at replicability. The results report deficiencies in the educational evaluation models in MyEP, a deficit in the pedagogical and didactic training of the guides, little curricular link of the activities, labor instability of the staff, and neoliberal management models. The need to multidimensionally evaluate the educational relationships between MyEP and school is concluded to put people at the center, diversifying and enriching the ways of teaching and learning.

Analysis of the Contribution of Evaluative Practices to the Development of Reflective Practice in an Initial Teacher Training Programme

Aurora Badillo — 2025-02-13

Training in Reflective Practice is crucial in Initial Teacher Education. The evaluative processes accompanying this training are fundamental for ensuring quality education and promoting such practice. To determine which evaluative practices would best support the formation of Assessment for Learning in future teachers and stimulate Reflective Practice, a study using qualitative methodology with interpretative features was carried out. This analysed the curricular design programs and evaluative activities of a one-year secondary teacher training program. The findings revealed, in addition to a lack of consensus regarding the concept of reflection, a minimal constructive alignment of evaluation concerning learning outcomes related to the formation of teachers’ Reflective Practice. Lack of agency in the students during evaluations could be generating limited promotion for the development of evaluative judgement with little prospective learning.