Assesment of Academic Performance of Students in the First Year of Graduate Studies in the Education Program at the University of Valladolid (Segovia)

Abstract

The aim of this paper is twofold. One: analyze and assess academic performance according to different variables - subject, professor, specialty, call and gender of the student and the teacher- of the students in the first year of the teaching degrees of infantile and primary education in the first year of implementation of graduate studies - in the Faculty of education at the University of Valladolid (Segovia Campus). Two: Infer from this analysis, if the qualifications obtained by the students are a reliable proof of the degree of achievement of the general and specific competencies and of the learning outcomes expressed in the memories of those degrees. Significant differences in academic performance of students in relation to the specialty or the gender of students and teachers are not observed; However, the fact that there are significant differences in the academic performance of students in those subjects taught by different teachers, beyond the expected by this circumstance and given the randomness in the distribution of groups, calls into question the representativeness of the qualifications as a credible manifestation of the learning acquired by the students, prevailing the subjectivity of the criteria of evaluation and qualification of the professor over content and/or criteria normatively stipulated.