Influencia del sistema de evaluación empleado en la percepción del alumno sobre su aprendizaje y las competencias docentes Influencia del sistema de evaluación empleado en la percepción del alumno sobre su aprendizaje y las competencias docentes 21 correlaciones de Pearson y ANOVAS) como cualitativo (entrevistas a los dos docentes). Se utiliza un diseño pretest-postest, comprobando la variabilidad de la percepción al finalizar las asignaturas. Se emplean dos cuestionarios, la escala de

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... inicial del profesorado y el cuestionario de evaluación de competencias docentes. Se observa cómo el alumnado que participó en el sistema de evaluación formativa (grupo A) tiene una percepción más elevada tanto en el aprendizaje como en las competencias docentes, estableciéndose diferencias significativas en este factor. En la parte cualitativa se manifiesta la disparidad de percepciones entre docentes respecto al rol que ha de desempeñar el alumno como agente del proceso de aprendizaje. Palabras clave: evaluación auténtica, evaluación para el desempeño, aprendizaje, competencias docentes, metodología mixta. Abstract This study, conducted at the University of Burgos (Spain), analyzes the perception of university students about learning and skills developed by the teacher. Participants were 485 students from five subjects of two degrees: Primary Teacher Education and Early Childhood teacher. These are divided into two groups each taught by two teachers. In the Primary group it used a formative assessment system based on self-assessment group and intra and inter-process along peer assessment. However, in the two subjects in group B the evaluation system used was more traditional, associating the final qualifying examination and the conduct of work demanded by the teacher. The methodology of work has been mixed, using both a descriptive analysis (mean and standard deviation factors) and inferential (contingency tables and Pearson correlations and ANOVA) and qualitative (interviews with the two teachers). A pretest-posttest design is used, checking the variability of perception at the end of the courses. Two questionnaires, the scale of initial teacher training and assessment questionnaire used teaching skills. It is observed how the students who participated in the formative assessment system (group A) has a higher perception both learning and teaching skills, establishing significant differences in this factor. In the qualitative part the disparity in perceptions among teachers regarding the role to be played by the student as an agent of the learning process.