Browsing by Author "Quispe Pérez Johan Steven"

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    Students’ Participation in Teacher Performance Evaluation
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Quispe Pérez Johan Steven; Vera de la Torre Ana Jazmina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This descriptive study analyzed students’ perspectives on their participation in teacher hetero-evaluation at the Universidad Técnica de Ambato. A total of 66 students, composed of 22 males and 44 females from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program, participated in the study. Data were collected through a 24- item survey divided into three sections, each using a Likert scale of agreement. The instrument was validated through expert review by five English professors from the PINE program, and statistical reliability was confirmed using Aiken’s V (0.94) and Cronbach’s Alpha (0.929). The research was guided by three questions derived from the specific objectives: to describe the types of student participation according to educational theory, to analyze students’ current level of participation in hetero-evaluation, and to identify the indicators students believe should be included when evaluating teacher performance. Regarding the first objective, the findings showed that Roger Hart’s Ladder of Participation helped identify the different types of student involvement in teacher heteroevaluation, from passive roles to active participation. The model was used to guide the survey design and provided a clear structure for understanding how participation can develop. For the second objective, results indicated that students are currently at Level 5 Consulted and Informed. They are allowed to give opinions but do not take part in decision-making. However, many students expressed a desire to be more involved and work with university authorities to improve the evaluation process. Finally, for the third objective, students suggested key indicators they believe should be part of teacher evaluations, including clear explanations, engaging lessons, respect, fairness, and constructive feedback. These ideas reflect both academic quality and emotional support, showing that students can contribute meaningfully to creating better evaluation tools.