Didactic Suitability Assessment Model of a Massive Study Process in the Context of the SARS-CoV2 Pandemic

Abstract

Developing tools based on well-founded criteria to evaluate an educational process in a rigorous and systematic way, and thus making decisions aimed at its improvement, is an important issue on the educational field research agenda. Although there are numerous works in this direction, so far there is no evaluation model applicable to massive courses. This article presents a model designed to assess the quality of a study process in which many teachers and students participate; the course is four months long and is part of the freshman course to a national public university. The model was conceived as a resource for the professional reflection of those who have responsibilities for coordinating the subject, and due to its design, it was compatible with the drastic changes imposed by the SARS-CoV2 pandemic. It consists of two census questionnaires, one for teachers and another for students, based on an adaptation of the general criteria that make up the notion of didactic suitability, from the Onto-semiotic Approach. The questionnaires present a series of items that operationalize the suitability construct and allow it to be measured on an interval scale. The model is expected to contribute to assessing the suitability of similar study processes and, in particular, to decision-making by those who coordinate them.

Didactic suitability; Reflective practice; Massiveness; Assessment questionnaires