Introduction: The evaluation of the performance of university teachers from the opinion of their students is a recurring process, although during the pandemic there are few experiences. Objective: to evaluate the performance of university teachers from the opinion of their students, in the context of a pandemic. Method: representative sample of 673 students from a Mexican public university, a teacher performance questionnaire adapted for virtual classes was used. Results: most of the teachers adapted to an asynchronous virtual work dynamic, although a significant percentage (41.9%) continued to teach classes synchronously (videoconferences). Teachers in initial formative stages mainly promoted individual content learning, contrasting with those in advanced stages, who promoted situated learning. Students with unfavorable opinions regarding content mastery and assessment strategies mentio...

Introduction: The evaluation of the performance of university teachers from the opinion of their students is a recurring process, although during the pandemic there are few experiences. Objective: to evaluate the performance of university teachers from the opinion of their students, in the context of a pandemic. Method: representative sample of 673 students from a Mexican public university, a teacher performance questionnaire adapted for virtual classes was used. Results: most of the teachers adapted to an asynchronous virtual work dynamic, although a significant percentage (41.9%) continued to teach classes synchronously (videoconferences). Teachers in initial formative stages mainly promoted individual content learning, contrasting with those in advanced stages, who promoted situated learning. Students with unfavorable opinions regarding content mastery and assessment strategies mentio...

 Introduction: The culture of assessment for learning is one where the evaluation strategies employed seek to promote and improve student learning. Objective: to know the extent to which the culture of evaluation in a Mexican public university is oriented towards evaluation strategies for learning. Method: Two surveys were applied to 1,849 students and 545 teachers during 2022-1, considering random non-probability samples. Results: the teachers reported that the evaluation strategy that they dominate the most is the development of objective examinations, and to a lesser extent self-evaluation and co-evaluation; for its part, about half of students assessed that the use of these is of poor quality to regular, however, they claim to be satisfied with the use of formative assessment strategies by their teachers. Discussion: Convergences and divergences (teachers/students) were observed reg...

 Introduction: The culture of assessment for learning is one where the evaluation strategies employed seek to promote and improve student learning. Objective: to know the extent to which the culture of evaluation in a Mexican public university is oriented towards evaluation strategies for learning. Method: Two surveys were applied to 1,849 students and 545 teachers during 2022-1, considering random non-probability samples. Results: the teachers reported that the evaluation strategy that they dominate the most is the development of objective examinations, and to a lesser extent self-evaluation and co-evaluation; for its part, about half of students assessed that the use of these is of poor quality to regular, however, they claim to be satisfied with the use of formative assessment strategies by their teachers. Discussion: Convergences and divergences (teachers/students) were observed reg...