Introduction:

Evaluation by any professor or evaluator is centered on assessment criteria belonging to the interpretive paradigm, since it is aimed at understanding and interpreting academic experiences concerning quality and commitment of the professor.

Objective:

To describe evaluation by professors and evaluators on learning assessment in the Nursing major.

Methods:

Quantitative, descriptive and cross-sectional study carried out, during the first trimester of 2018, in the Nursing major of Universidad Estatal Península de Santa Elena, Ecuador. The universe was made up of 41 teachers and nine evaluators teaching during the study period. A questionnaire and a checklist, validated using expert judgment, were applied. Absolute frequencies, percentages and variances were calculated. The comparisons for the groups of professors and evaluators were made using Mann-Whitney U test. Differences were statistically significant if P ≤ 0.05.

Results:

There were consistencies and similarity among the evaluations of heteroassessment during the process; the values ​​found in professors and evaluators are in the intervals between 0.80 and 0.89. In evaluators, it is greater than 0.85, equivalent to a reliable result, with internal consistency of the instrument. The indicator with the greatest negative trend showed 24.39%, which means that the desired achievements were not reached in assessment.

Conclusions:

Classroom evaluators consider that the desired achievements are not reached in assessment, that aspects that do not correspond to the precepts of learning assessment are evidenced, and that, in general, it turns out to a typical characteristic in traditional assessment, despite being regulated by the National Regulation for Student Assessment in Ecuador.

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