Abstract
Faculty assessment of students' teaching evaluation. An evaluation was carried out in which faculty members were asked to appraise students' univeristy teaching evaluation. The aim was to test the hypothesis according to which teachers show a better attitude toward evaluation formative functions than to summative ones, and its corollary: This attitude will be affected by the evaluation model. 2.651 teachers from Complutense University of Madrid and from Oviedo University took part in this study. The data show empirical support for this hypothesis and its corollary, both in terms of statistical significance and effect size. This work emphasizes the implications of this kind of metaevaluation for improving teaching quality.
