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This is a reply to José Luis Gaviria's paper «The Priority of the Philosophy of Education over the Empirical Disciplines in Educational Research. A response to Gil Cantero and Reyero». The main arguments to be discussed are as follows: Education is an action, not an object, nor a closed mechanism made of programmed inputs and outputs which can be probabilistically considered. Education is essentially constituted by value orientations; the complex reality of the human is not limited by what is real, current or empirical. What is possible is relevant too. Hope takes part of educational knowledge; the hope that what is unexpected finally happens. Judgment in education is a kind of unveiling, it is an empathic adequacy, it is the subjective experience of an educational ideal which appears to us as a whole coherent with a particular sense of reality. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide evidence on the relevance of the feedback teachers receive in their professional practice. More specifically we study the relationship between observations that teachers have received from different agents (school principals, other teachers, etc.) and the teaching procedures and practices they use in the classroom. We carried out this analysis based on the 2013 TALIS Spanish teachers sample responses. The first result shows that, in this sample, 25% of teachers say they have never received from anyone any comments or evaluation of their work (feedback), a proportion that rises to nearly 30% in the case of public schools. Second, evidence indicates that teachers who receive feedback more frequently and by diversity of actors, develop more innovative practices focused on students' active learning. [ABSTRACT FROM AUTHOR]

This paper presents an overview about the ICT applications in evaluation research. There isn't a balance of uses, or an analysis of its current impact, but rather seeks to make some remarks to serve as prospective. To this end, we analyze the use of ICT for different purposes: people assessment (students, teachers and other education stakeholders), program assessment and educational institutions and systems assessment. The conceptual position presented focuses on assessing the impact of ICT in research evaluation. We understand that the development of ICT is higher than their actual use, and requires thinking about the elements that we need to improve to produce ICT effective integration in these processes. [ABSTRACT FROM AUTHOR]

Nowadays, University needs to assess the university teaching activity in a framework where new ways of learning are being carried out. ANECA offers a model and set of procedures that guide the activities of the university, without prejudice to the autonomy of it. Therefore, as the new settings are not being analyzed in depth, this paper makes a research proposal for assessment of university teaching in virtual learning environments, that includes four componentes: planning and content of the course, teacher's activity, interaction with peers and environment. These factors have been identified through the development of a causal model and its estimation using a structural equation analysis. [ABSTRACT FROM AUTHOR]