Revisión de literatura sobre el uso formativo de la evaluación docente en educación superior

There is evidence indicating that information derived from teacher evaluations, particularly from student feedback, is used for summative purposes, related to administrative decisions regarding oversight, classification, and salary compensation; however, it is unclear how these data are used formatively for teacher development. The objective of this study was to analyze national and international research related to the use of teacher evaluations for formative purposes in higher education. Through a systematic review of the literature from 2000 to 2022, which consulted different databases and applied different inclusion and exclusion criteria, 41 documents were obtained that analyzed the relationship between teacher evaluation and professional development. The conclusion is that summative evaluations predominate, primarily for accountability purposes, which questions the usefulness of evaluation in promoting teaching improvement.