The Quito campus of the Salesian Polytechnic University of Ecuador, since 2015, was proposed to monitor the situation of subjects with high indexes of records 'Failed' in order to generate a line of analysis and identification of the academic reality of students of undergraduate careers, as this entry is easy to identify and measure, as well as intervention in sensitive places (career / subject / teacher / level). In addition, this unit of analysis makes it possible to establish immediate relations with other indicators, such as repetition, desertion, second and third enrolments, etc. The objective of this process of teacher accompaniment is to improve the learning outcome through strategies that guarantee a diversified, progressive and continuous evaluation. In order to achieve this goal, strategies have been generated to modify teaching practices for evaluating learning that had difficulties, such as concentrating the achievement grade in a single evaluation event and the mid-cycle and final exam grades. There was no lack of teaching positions that consider it normal for their courses to have very high percentages of 'Failed' students, since this was synonymous with academic quality and demand. Data from the last six academic periods have shown a decrease in the number of "Failed" students and "0" subjects as a consequence of the application of improvements in the processes of evaluation of student learning, by establishing diversity and greater frequency of evaluation events in the process, guaranteeing progressive and continuous learning. One of the strategies implemented is the monitoring of student grades. In order to pass a subject the student must obtain a minimum of 70 points out of 100. This evaluation is done in two moments, at each moment the student is evaluated on 50 points, 30 achievement points and 20 points in a test. This monitoring makes it possible to identify students who might be at risk of failing the course with grades between 20 and 30 points. With students at high risk of failing, various strategies have been implemented such as tutorials, special classes, academic reinforcement work, seminars, etc. This allows students to reinforce learning and improve their performance on assessments. Other strategies are also implemented, such as permanent updating of teachers, preparation and organization of contents, organization of peer mentoring, pedagogical innovation, among others, in order to reach higher levels of academic quality.
|Translated title of the contribution||Accompanying Teachers In The Implementation Of Evaluation Processes That Improve The Learning Results Of The Students Of The Quito Headquarters Of The Salesian Polytechnic University Of Ecuador.|
|Original language||Spanish (Ecuador)|
|Title of host publication||Accompaniment to teachers in the implementation of evaluative processes that improve the learning outcomes of the Quito headquarters from the Polytechnic University Salesiana del Ecuador.|
|State||Published - 30 Nov 2018|