Resumen

GOMEZ CANTORE, José Aníbal  y  FACULTAD DE CIENCIAS MEDICAS - UNIVERSIDAD NACIONAL DE ASUNCION. 1Patología Médica I. Master en Medicina Legal y Ciencias Forenses.2Semiología Médica. 3Pediatría. Especialista en Nefrología Pediátrica. 4Urología. Patología Quirúrgica.Especialista en Medicina Legal y Ciencias Forenses et al. PERCEPTION OF TEACHERS ON THE EVALUATION OF ACHIEVEMENTS OF LEARNING IN RACE TRAINING PROCESS OF MEDICINE. AN APPROACH FROM THE PERCEPTION OF ACADEMICS FCM-UNA. An. Fac. Cienc. Méd. (Asunción) [online]. 2016, vol.49, n.1, pp.141-158. ISSN 1816-8949.  https://doi.org/10.18004/anales/2016.049(01)141-158.

ABSTRACT Considering that learning evaluation in FCM-UNA (faculty of medical sciences, National University of Asuncion, Paraguay) is based in regulations that are usually reduced to mere formality, lacking policies for a clear reference, it is important to inquire into the perception of the faculty about the present evaluation processes. In order to deal with this situation and to provide a solution, a qualitative examination has been made, with an hermeneutic approach from a comprehensive and phenomenological perspective. The studied population comprises university-level teachers of FCM-UNA. The object is their perception of the evaluation of learning achievements, being the main postulation that teacher’s perception of evaluation as a process varies according to their experience and the academic level where they practice. Six study cases were established in order to identify key players; building from the research questions, the proposed dimensions were: concept, object, mode, modality, purpose and evidence; the scope and descriptors where established accordingly. The chosen techniques were observation and semi-structured interviews. Direct observation was carried on with exploratory pour poses, in order to identify teaching practices. Semi-structured interviews were carried on to collect, characterize, understand, interpret and analyse teachers’ discourse. Contents analysis was made based on the intention and the research questions, along the following phases: validation of transcribed and codified data, categorization of observation and interview data, production of conglomerates of signifiers (as matrices) and, finally, interpretation of results. Interpretation led to reveal that there is no evidence of critical considerations (as an analytic thought process) on the current evaluation processes. Teachers’ perception of this processes show that the educational potential of evaluation is left aside, favouring instead a more metric (as an accreditation) approach. Even though there is evidence of emphasis made by a few teachers on the merits of the educational uses of evaluation processes, in practice, they favour the metric approach. Feedback is not regularly practiced among faculty members. Finally, drawn upon these findings, recommendations and suggestions were presented. Key Words:Perception, evaluation, evaluation of learning processes, learning achievements, professional

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