Sesgos y brechas de género: los desafíos de evaluar la docencia universitaria

Este fue el tema principal del tercer Coloquio en Educación UC organizado entre la Facultad de Educación UC y el Centro de Estudios de Políticas y Prácticas en Educación, CEPPE. La charla estuvo liderada por el académico Edgar Valencia.

La formación de profesionales del mañana es uno de los grandes desafíos que tienen todas las instituciones de educación superior y por ello es fundamental indagar el trabajo que desarrollan los y las docentes que imparten clases en estas casas de estudio.

Este fue el tema principal del tercer Coloquio en Educación UC: "Desafíos de evaluar la docencia universitaria: sesgos y brechas de género", con el fin de conocer cómo las instituciones y la academia comprenden, desarrollan y estudian las evaluaciones docentes de tal manera de analizar los desafíos e implicancias de este instrumento.

La actividad estuvo a cargo del académico de la Facultad Educación UC, Edgar Valencia, quien señaló que a lo largo de su investigación ha detectado ciertos puntos para tener en consideración. “Lo que se entiende por evaluación docente es ambiguo y varía mucho, no solo en su implementación sino también en su construcción y validación”, señaló Valencia.

Otro ítem al que apuntó el académico y que abordó en profundidad tiene que ver con la ecuanimidad de dichas evaluaciones donde son las mujeres las más afectadas. En esa línea el investigador compartió algunos resultados de su estudio Aquiescencia en los cuestionarios de Evaluación Docente (2020). “En el estudio quisimos indagar en la base del problema y así abordamos los sesgos que tienen los cuestionarios o escalas sumativas. Estos sesgos son explicaciones de los puntajes que no son calidad docente y lo que investigamos fue la tendencia de los participantes de emplear una escala de respuesta de forma estereotipada”, agregó.

Dentro de los hallazgos principales del estudio, Valencia indicó que los niveles de aquiescencia son mayores al de estudios comparables en otros contextos, así como que dicha aquiescencia produce una sobrestimación del verdadero nivel de calidad docente y también parece afectar la diferencia entre hombres y mujeres en los resultados de evaluación docente.

En un segundo estudio presentado, el académico UC analizó el sesgo y las brechas de género en la evaluación docente, apuntando a si el instrumento genera estas diferencias o si son inherentes a la misma evaluación. “Nuestro trabajo fue una crítica a la forma de inferir que la evaluación docente contiene sesgo causado por algún efecto de la evaluación, perjudicando a subgrupos como mujeres y minorías étnicas o raciales”, aclaró. En esa misma línea, agregó que “existe la necesidad de examinar la ecuanimidad de la evaluación docente, por lo que proponemos varias formas de cuidar dicha ecuanimidad”, subrayó.

Algunas explicaciones que desarrolló Valencia tienen que ver con que las mujeres invierten menos en educación y acumulan menos capital de trabajo porque mantienen un equilibrio entre lo laboral y lo familiar, lógica que los hombres no siguen. Además, existirían estereotipos por parte de los estudiantes y comités evaluadores, lo que se suma a que los propios estudiantes castigan a quienes se salen de ciertas conductas asociadas al género.

Dentro de los hallazgos de este estudio, Valencia identificó que hay ítems que no favorecen a ningún tipo de profesor como, por ejemplo, cuando se pregunta por los materiales o la promoción que hacen para que las y los estudiantes desarrollen sus propias ideas.

Sin embargo, también, detectó ítems que favorecen a las mujeres y que son los que tienen relación con si el curso es intelectualmente estimulante; los que abordan una comprensión más profunda de la materia; o si el instructor creó una atmósfera que favorece el aprendizaje.

Desafíos para la evaluación docente

El académico de Educación UC destacó, también, que “cuando hablamos de calidad docente y su medición partimos de la base que es algo sumamente local, lo que indica una alta heterogeneidad de cuestionarios. Por ello, hay que estar constantemente revisando estos instrumentos”, indicó.

Junto con ello señaló que “no se puede mejorar la evaluación docente repitiendo las mismas fórmulas, sin la asignación de recursos y esfuerzos necesarios para ello”. En ese sentido, la oportunidad de desarrollar capacidades en medición y evaluación, como la formación de doctores en medición, junto con garantizar que los nuevos métodos sean mejores que los antiguos, son parte de los desafíos que enfrenta la evaluación docente”, finalizó

Revive la charla aquí:

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1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1745012853;s:18:\"session.timer.last\";i:1745012853;s:17:\"session.timer.now\";i:1745012853;s:24:\"session.client.forwarded\";s:12:\"3.138.118.56\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1745012854'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('2fdb6d47cc2a54f3dfd82b50ba657b66', 0, '1745012853'
1 × DELETE FROM `educacion_session`

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user

Información de Perfil

Uso de Memoria

Registro Database

45 Registro Consultas

35 Tipos de consultas del registro, Ordenado por acontecimientos.

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