Assessment in Higher Education: Trends in the Assessment Practices of University Professors at the Universidad Autónoma de Nuevo León

Abstract

The objective of this study is to identify trends in the assessment practices of higher education professors at the Universidad Autónoma de Nuevo León (UANL), located in northern Mexico. The methodology employed was descriptive, exploratory, and quasi-experimental, utilizing both qualitative and quantitative research methods. A Likert scale questionnaire was used for data collection, administered both directly and through Google Forms. The sample consisted of 224 UANL higher education professors, including 109 men (48.7%) and 115 women (51.3%). The results indicate that the formative approach plays a more significant role in assessing students, particularly in the humanities and social sciences. For instructors in the field of exact sciences, while the formative approach is important, it is not decisive; rather, quantitative assessment is viewed as more effective in gauging student progress. Teaching experience and educational level significantly influence assessment practices among university professors.