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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]