Percepción estudiantil sobre evaluación en posgrados virtuales de la Universidad Pública de El Alto, Bolivia
Student Perceptions of Assessment in Online Postgraduate Programs at the Public University of El Alto, BoliviaBarra lateral del artículo
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El análisis de los resultados del proceso de formación académica y profesional es un pilar fundamental en la educación de posgrado. El propósito del presente artículo fue caracterizar la percepción de los estudiantes de posgrado de la Universidad Pública de El Alto, Bolivia, sobre el sistema de evaluación virtual, analizando los niveles de claridad, pertinencia y satisfacción general. Mediante un diseño no experimental, con un enfoque cuantitativo de corte descriptivo transversal, se aplicó un cuestionario a 87 estudiantes seleccionados por muestreo no probabilístico. Los resultados mostraron una percepción mayoritariamente positiva sobre la evaluación en posgrados virtuales, destacando claridad en criterios, el 92% los conoce desde el inicio y alta satisfacción, el 94% reconoce su utilidad pedagógica. Sin embargo, persisten desafíos, el 17% percibe ambigüedad en rúbricas específicas y el 26% considera que las evaluaciones no capturan plenamente sus competencias. Se recomienda estandarizar instrumentos para cerrar esta brecha, implementar evaluaciones auténticas y desarrollar formación docente continua para consolidar la calidad del programa.
Evaluation of academic and professional learning outcomes is a pillar of postgraduate education. This study aimed to characterize student perceptions of the online assessment system at the Public University of El Alto, Bolivia, examining levels of clarity, relevance, and overall satisfaction. A nonexperimental, cross-sectional, descriptive quantitative design was used. A questionnaire was administered to 87 students selected through nonprobability sampling. Results showed predominantly positive perceptions of assessment in online postgraduate programs, highlighting clarity of criteria, with 92% reporting they knew them from the outset, and high satisfaction, with 94% recognizing their pedagogical value. However, challenges remain: 17% perceived ambiguity in specific rubrics, and 26% considered that assessments did not fully capture their competencies. It is recommended to standardize instruments to close this gap, implement authentic assessments, and provide ongoing faculty development to strengthen program quality.
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