Perceptions of teaching performance assessment in higher education: A study in Portugal

Tania Gómez Sánchez ^[1] ; Maria Alfredo Moreira ^[2]
1. [1] Universidade da Coruña
  
  Universidade da Coruña
  
  A Coruña, España
2. [2] Universidade do Minho
  
  Universidade do Minho
  
  Braga (São José de São Lázaro), Portugal
Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 58, Nº 3, 2021, págs. 261-271
Idioma: inglés
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Resumen
- The paper presents an analysis of the impact of European and international educational and economic policies on the process of the faculty performance assessment in a national context. An empirical study was conducted at a school of education in a public research university in Portugal, with the purpose of identifying academics’ perceptions about the assessment process. To that end, 17 semi-structured interviews were conducted with academics from a public university using a phenomenological approach. The results indicate that academics find the assessment process to be both necessary and relevant; however, they also highlight its contradictions within the stated goals. Teaching assessment in higher education is perceived as strongly influenced by neoliberalism and performativity; it is considered a legal imposition, bureaucratic, mostly quantitative, and bearing uncertain consequences. In their view, any assessment process should include professional development along with accountability aims