FACULTY ASSESSMENT OF STUDENTS TEACHING E VALUATION

An evaluation was carried out in which faculty members were asked to a ppraise students' univeristy teaching evaluation. The aim was to test the hypothesis according to which teachers show a better attitude towa rd evaluation formative functions than to summative ones, and its coro llary: This attitude will be affected by the evaluation model. 2.651 t eachers from Complutense University of Madrid and from Oviedo Universi ty took part in this study. The data show empirical support for this h ypothesis and its corollary, both in terms of statistical significance and effect size. This work emphasizes the implications of this kind o f metaevaluation for improving teaching quality.