Evaluation strategies in Mechatronics Technical Pedagogy: a case study at the Central University of Ecuador (2024)
DOI:
https://doi.org/10.69821/rer.v3i1.34Keywords:
Educational evaluation, teaching strategies, technical competencies, higher educationAbstract
This study analyzes the assessment techniques used by faculty in the Mechatronics Engineering program at the Central University of Ecuador during 2024. A mixed-methods approach (qualitative and quantitative) with an exploratory, descriptive, and cross-sectional design was adopted. Data collection included structured Likert-type surveys administered to faculty and students, supplemented by an analysis of course syllabi and institutional regulations. The research aims to identify the assessment strategies used, estimate their effectiveness, and examine their relationship with student academic performance. It also investigates the extent to which these practices align with the competency-based approach and the demands of the current technical and professional context. The analysis considers key elements such as the diversity of assessment methods, the incorporation of technologies, the clarity of criteria, the quality of feedback, and the relevance of the instruments used. The results will allow for linking assessment practices with levels of academic performance, recognizing strengths, and identifying areas for improvement. The findings are expected to guide the improvement of the evaluation to better reflect the reality of the student body and the demands of the industrial sector, contributing to pedagogical innovation and institutional decision-making to raise the quality of higher technical education.
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Copyright (c) 2026 Janneth Paguay (Autor/a)
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