Utility of teacher performance evaluation

Abstract

Introduction: the purpose of the evaluation is to improve the educational process and the faculty, under the observation of the four basic attributes, among which the utility attribute is.

Objective: to determine if the faculty performance evaluation that takes place at the Escuela de Enfermeria del Instituto Mexicano del Seguro Social is of benefit to improve the educational process.

Methodology: a descriptive study, in which 140 evaluations to 17 professors were done during the January to July 2000; the formats used were the mandatory from the central division and as a golden standard, the norms and craters established by the Joint Committee on Standards for Educational Evaluation, that suggestes in its utility attribute, five standards: constructive orientation (CO), define usage's (DU), evaluations credibility (EC), functional reports (FR), follow up and impact (FI).

Results: DU, the top grades of the individual faculty performance were granted in the 2nd and 8th semester to full time professors and in the 4th and 6th semester to part time professors, where the 100% of them exceeded 80 points. EC, matched with the reported results. FR, the 50% of those results were presented at time at the end of the semester to the full time professors and the surveys were kept for 6 months. CO and FI, there were no evidence.

Conclusions: the faculty performance evaluation exceeds the indicator marked by the central division that is from 8 up, however, this evaluation does not help to improve the educational process, since weaknesses on constructive orientation, pertinent information and follow up were observed.