Evaluation processes in higher education and pathways towards change. A scoping review

Abstract

The paper aims to offer a critical view of the transitions that higher education is undergoing as a result of the social justice paradigm. In this scenario, evaluation plays a central role. This raises the following questions: what approaches drive evaluation? Does evaluation tend towards social justice, and if so, how? What paradigmatic and methodological transitions has the evaluation process undergone/is it undergoing in the academic context? What are the main objects (in the fields of teaching, learning processes, research and the third mission)?

Starting from these questions, a scoping review was carried out with a twofold purpose: on the one hand, to map and summarise the research evidence in this area and, on the other, to highlight how the values and meanings of evaluation have changed over time, so that they can be placed at the centre of debate and reflection.