Repensar la evaluación de calidad y sus obstáculos en contexto de masividad

Currently, the conception of science and the demands of the labor market and society towards the university have changed considerably. The conception of science as a social construction and the need for new competencies and skills in university graduates mean that traditional teaching-learning models must be revised, and consequently the evaluation strategies. The new university policies that guarantee greater access to higher education produced an accelerated increase in enrollment, which turned the initial years courses into massive courses. These two new conditions are a challenge that still requires work for the university and teachers to elaborate an appropriate response, which can satisfy these demands of producing graduates with a new profile with a greater volume of students.