As these three tasks are not independent, assessment processes should be approached taking into account how they are interlinked, not only focusing assessment on research or scientific publications in indexed journals, but also considering teaching skills and their impact on students' learning. After all, this is the very reason why universities were created. However, in recent years it is the quality of university teaching staff's research activity that has been highly emphasised, with the promotion of university teaching staff depending on this above all, leaving the teaching function in second place, and thereby leading to its devaluation.
Perhaps the problem lies in the fact that teaching assessment is judged differently by the various stakeholders involved: the teaching staff itself, students and academic authorities. The majority of students fail to see its usefulness, hence the low participation in responding to surveys, casting doubt on their validity. Only a minority of teachers perceive it as being effective, not only in terms of the incentives they may receive as a result, but also in terms of what this reflection on their teaching involves. Most believe that it is of little use and is far too bureaucratic. Teachers must write a self-assessment report based on how they rate their own teaching, aimed at how it might be improved. At this stage it is a voluntary task, and there is also a low level of participation, which should make us reconsider its voluntary nature; because, if we want quality teaching, all teaching staff should be subject to assessment, both permanent and temporary, regardless of the number of credits they teach. It is therefore a question of professional ethics and accountability to society. To round it all off, academic leaders generally have a proven tendency to adopt a benevolent attitude regarding the matter and do not use the assessment mechanism in the best way or for the intended purpose.
As a result, teacher assessment strategies in our universities do not enjoy full credibility and should be urgently reviewed if they are to be used as a tool for improvement.
That is why we have drawn up the teaching assessment manuals of the Catalan universities, instruments that specify the policy and mechanisms for the assessment of university teaching staff performance. AQU Catalunya, through the CEAADG, has renewed the accreditation of the teaching assessment manuals of all Catalan public universities for a period of five years, until 2027. These manuals contain the teaching assessment model and aim to create a reference framework for the continuous improvement of teaching staff, to facilitate the achievement of institutional objectives and impact student learning levels. The Catalan universities have voluntarily undertaken to draw up this document, which will undoubtedly help them to ensure the quality of their institution and which is compatible with the existing mechanisms in each university.
Although all the Catalan universities agree that teaching assessment procedures should be promoted and applied, they encounter problems in deciding which model and which procedures to use. For example: 1) viewing teaching assessment as an individual matter for each teacher, without taking into account that quality takes place at an institutional level, in terms of the coordination and action of a whole team of teaching staff members working together on a given degree programme, or 2) planning human resources policies relating to selection and training processes, as well as assessment and promotion, among others.
In this regard, we should first point out the main aspects of teaching staff's professional development, and then university institutions should enact clear policies aimed at promoting the selection, training and assessment of university teaching staff with the relevant incentives (teaching sexennials), in order to improve the quality of teaching and give it the prestige it deserves.
