University assessment: an epistemological approach

Abstract

Educational evaluation practices would not only be shaped by institutional traditions and social pressures but also by the more or less conscious ethico-epistemo-didactic positions of teachers. That said, the thought models that are the basis of action in evaluation are very rarely explained or even analyzed. We present here the aspects that seem to us the most relevant for thinking about educational evaluation in a university environment while assuming an epistemological position as a result of a hermeneutical vision that aims to be the problematizing and non-technical side of the evaluation field.