Evaluation in higher education constitutes a key process for ensuring coherence between the graduate profile and the competencies developed during professional training. The objective of the study was to analyze the coherence between the evaluation criteria and instruments used by teachers and the competencies established in the graduate profile of the Physical Activity and Sports Pedagogy program at three Ecuadorian universities. The research was conducted under a mixed-methods approach with the participation of 30 teachers from Universidad Nacional de Loja, Universidad Nacional de Chimborazo, and Universidad Técnica de Ambato. Data were collected through a Likert-scale survey and semi-structured interviews. Quantitative data were processed using descriptive statistics and Pearson’s Chi-square test in SPSS v.25, while qualitative information was analyzed through thematic categorization. The results revealed significant differences in investigative and ethical competencies, assessment of sports practices, and the use of evaluation instruments. It is concluded that university assessment requires strengthening the coherence between criteria, instruments, and professional competencies.
Evaluation in higher education constitutes a key process for ensuring coherence between the graduate profile and the competencies developed during professional training. The objective of the study was to analyze the coherence between the evaluation criteria and instruments used by teachers and the competencies established in the graduate profile of the Physical Activity and Sports Pedagogy program at three Ecuadorian universities. The research was conducted under a mixed-methods approach with the participation of 30 teachers from Universidad Nacional de Loja, Universidad Nacional de Chimborazo, and Universidad Técnica de Ambato. Data were collected through a Likert-scale survey and semi-structured interviews. Quantitative data were processed using descriptive statistics and Pearson’s Chi-square test in SPSS v.25, while qualitative information was analyzed through thematic categorization. The results revealed significant differences in investigative and ethical competencies, assessment of sports practices, and the use of evaluation instruments. It is concluded that university assessment requires strengthening the coherence between criteria, instruments, and professional competencies. Read More