<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032021000300726</article-id>
<article-id pub-id-type="doi">10.15517/aie.v21i3.46221</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La evaluación del desempeño docente mediante cuestionarios en la universidad: Su legitimidad según la literatura y los requerimientos para que sea efectiva]]></article-title>
<article-title xml:lang="en"><![CDATA[The evaluation of teaching performance through questionnaires at the university: Its legitimacy according to the literature and the requirements for it to be effective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora Serrano]]></surname>
<given-names><![CDATA[Evelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica, en el Centro de Evaluación Académica, San José, Costa Rica.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>726</fpage>
<lpage>750</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032021000300726&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032021000300726&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032021000300726&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Si bien es cierto que la evaluación del desempeño docente por medio de cuestionarios aplicados a la población estudiantil es una práctica que ha sido ampliamente institucionalizada en las universidades, es cuestionada principalmente por quienes no comparten su sustento teórico y metodológico o por quienes no han desarrollado una cultura de evaluación. Para establecer su legitimidad, este ensayo presenta un recorrido a través de la literatura que discute sobre la justificación de la evaluación docente. Dicho recorrido abarca desde la comprensión del concepto de docencia, hasta la relación entre la evaluación docente y la mejora en la calidad del desempeño del profesorado. El propósito del ensayo es discutir acerca de la utilidad del cuestionario como mecanismo de evaluación docente y los requerimientos para garantizar su efectividad. Se concluye que los resultados de una institución de educación superior tienen relación con la calidad de su población docente y que el cuestionario es una de las estrategias que más se han utilizado para evaluar al profesorado. Su uso se ha generalizado al permitir enfocarse en la evaluación de la enseñanza; sin embargo, su efectividad depende del cumplimiento de una serie de condiciones que conllevan redirigir de manera consciente la labor docente. También se deduce que, para fortalecer el proceso de evaluación docente, se deben aplicar otras técnicas que la complementen y que aporten al enriquecimiento de la cultura de la evaluación académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although it is true that the evaluation of teaching performance through questionnaires applied to the student population is a practice that has been widely institutionalized in universities, it is questioned mainly by those who do not share its theoretical and methodological support or by those who have not developed a evaluation culture. To establish its legitimacy, this essay presents a journey through the literature that discusses the justification for teacher evaluation. This journey ranges from understanding the concept of teaching, to the relationship between teacher evaluation and improvement in the quality of teacher performance. The purpose of the essay is to discuss the usefulness of the questionnaire as a teacher evaluation mechanism and the requirements to guarantee its effectiveness. It is concluded that the results of a higher education institution are related to the quality of its teaching population and that the questionnaire is one of the strategies that have been used the most to evaluate the teaching staff. Its use has become widespread as it allows focusing on the evaluation of teaching; however, its effectiveness depends on the fulfillment of a series of conditions that entail consciously redirecting the teaching work. It also follows that, to strengthen the teacher evaluation process, other techniques must be applied that complement it and contribute to the enrichment of the culture of academic evaluation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[calidad]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[quality]]></kwd>
</kwd-group>
</article-meta>
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