Challenges of Formative Evaluation and Hybrid Education for University Professors from Lima - Peru

Abstract

Objective: To determine the intensity of a possible relationship between the challenges of formative evaluation and hybrid education in university professors in Lima, in 2022. Methods and Materials: This research follows an applied research is a correlational, non-experimental design. The study's population encompassed 250 professors affiliated with the graduate school of a private university in Lima, while the sample consisted of 150 individuals (comprising 50 men and 100 women). To gather data, two Likert scale questionnaires were employed, targeting the variables of Formative Assessment and Hybrid Education. Results: A high relationship was identified with Spearman's Rho statistics between the formative evaluation and hybrid education variables as well as between the hybrid education and regulatory, continuous and feedback evaluation variable with the values of 0.857, 0.832, 0.748 and 0.836, respectively; and all with a significance level of 95% and p value of 0.000. Conclusion: There is a direct and substantial relationship exists between the challenges of formative evaluation and hybrid education among university professors, which means that the better involvement of professors with the challenges of formative assessment, the better use will be made of the resources and spaces provided in hybrid education. © 2024 Elsevier B.V., All rights reserved.