Bibliographic citations
Sciolli, E., Garcia, M. (2022). La retroalimentación de la evaluación y su contribución con la satisfacción estudiantil universitaria desde la percepción de los estudiantes de la escuela de postgrado de una universidad privada de lima, 2020-II [Universidad Tecnológica del Perú]. https://hdl.handle.net/20.500.12867/5383
Sciolli, E., Garcia, M. La retroalimentación de la evaluación y su contribución con la satisfacción estudiantil universitaria desde la percepción de los estudiantes de la escuela de postgrado de una universidad privada de lima, 2020-II []. PE: Universidad Tecnológica del Perú; 2022. https://hdl.handle.net/20.500.12867/5383
@mastersthesis{sunedu/3159830,
title = "La retroalimentación de la evaluación y su contribución con la satisfacción estudiantil universitaria desde la percepción de los estudiantes de la escuela de postgrado de una universidad privada de lima, 2020-II",
author = "Garcia Aguirre, Miriam Elena",
publisher = "Universidad Tecnológica del Perú",
year = "2022"
}
The present research has the general objective of Describing how the evaluation feedback contributes to university student satisfaction from the perception of graduate students of a Private University of Lima in 2020-II. The population consisted of 26 students, who belong to the last semester of Master's study. The methodology used develops a qualitative approach, with an descriptivescope and a phenomenological design. As a conclusion, it is affirmed that the perception that the students of the graduate school where the present study was carried out, about the feedback they receive from their teachers is not being identified, since there is uncertainty in differentiatingthe type of feedback that receive. Their perception of the feedback in the evaluation, they refer, is, for the most part, very late and generates more doubts in the students, who manifest a certain degree of disagreement for not receiving it during the process and about the task assigned. They agree that, although it is true they receive a rubric, many times, it does not satisfy their doubts about the required activity. In addition, they argue that beyond receiving a positive or negative qualification of their performance, what they would like is to be able to identify, based on descriptive feedback, their successes and errors, in order to be able to successfully fulfill the development of their expectations and above all to consolidate the purpose in acquiring your learning.
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