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It focuses on the competency-based approach and the resulting shifts in teacher roles, which can be accepted or resisted. Findings connect pedagogical beliefs with the adoption and assessment of digital evaluation tools, highlighting autonomy in student work and feedback as key beliefs that shape change.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/barriers-in-teacher-perception-about-technology-for-evaluation-in-higher-education/600966/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/barriers-in-teacher-perception-about-technology-for-evaluation-in-higher-education/600966.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Which beliefs most influence ICT adoption for evaluation?","Question",{"text":112,"@type":113},"Pedagogical beliefs act as secondary barriers, and the study identifies autonomy in student work and feedback as key beliefs supporting technology adoption.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},600966,1792167530,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":36},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Barriers in teacher perception about technology for evaluation in Higher Education  \nBarriers in teacher perception about the use of technology for evaluation in Higher Education  \nRosita Romero Alonso  \n[reromero@inacap.cl](reromero@inacap.cl)  \nUniversidad Tecnológica de Chile INACAP, Chile  \nIrma Riquelme Plaza  \n[irma. riquelme@inacapmail.cl](irma. riquelme@inacapmail.cl)  \nUniversidad Tecnológica de Chile INACAP, Chile  \nCarol Halal Orfali  \n[carol.halal@inacapmail.cl](carol.halal@inacapmail.cl)  \nUniversidad Tecnológica de Chile INACAP, Chile  \nAbstract  \nThis article describes barriers in higher education teachers’ perceptions facing changes when innovating in their evaluation practices by integrating information and communication technologies (ICT) in a Chilean university. Forming and evaluating in a competency-based approach involves challenges for the teaching staff and changes in their role that are accepted or resisted. The same happens in the face of innovation processes with information and communication technologies (ICT) integration in teaching practices .  \nThe primary results show a relationship between pedagogical beliefs and evaluation which is consistent with adoption and assessment of the digital tool used. In addition, it reveals the role of beliefs as secondary barriers to change in the face of teaching practices with the use of technology (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012) . This study identifies the value of autonomy in student work and feedback as key beliefs in technology adoption .  \nKeywords  \nBarriers, ICT; professional competences; higher education; evaluation of competences; evaluation tools  \nR. Romero, I. Riquelme & C. Halal  \nDigital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 170)[ 170](http://greav.ub.edu/der/ 170)  \nI. Introduction  \nIn the Chilean educational system, it is necessary to ensure quality training to update teacher knowledge and provide students with diverse academic spaces relevant to the fields of knowledge of the taught courses (OECD, 2005) . One aspect to ensure the relevance of training with the professional context of graduates is the implementation of training systems based on competencies (Tejada Fernández, 2012; Valle & Manso, 2013) .  \nEffectively implementing such training involves a paradigm shift in the method of approaching evaluation and the role of the teaching staff as evaluators (Cano & Ion, 2012; Tejada Fernández & Ruiz Bueno, 2016) . Therefore, reviewing formative coherence and the identification of learning tasks or evidence that can account for the training and development of competences is a challenge both in managing plans of study as well as organising and working on teaching teams (Cano, 2015a; Romero & Halal, 2013) .  \nOn the other hand, social and communication changes have developed the need to integrate new technologies in the higher education training processes (García-Varcárcel, 2011) . The use of technologies has been introduced in the teaching-learning process, which involves evaluation (Cano, 2015a; Cano & Ion, 2012) . Moreover, these initiatives involve changes in the practices of teachers and training centres regarding their implementation (Fainholc, Nervi, Romero, & Halal, 2015; Sancho-Gil, Alonso Cano, & Sánchez-Valero, 2018) .  \nThis article describes the findings from a study held with higher education Chilean teachers and their barriers in perceptions when innovating in their evaluation practices by integrating information and communication technologies (ICT) in a Chilean university.  \na. Evaluation of competencies in Higher Education  \nFrom classrooms, we observe how society becomes more and more specialised; information is accessible and constantly changing. This last point strongly affects training processes, the traditional educational paradigm based on transmission is relegated (Hargreaves, 2003) . Training institutions seek strategies to integrate this r","cbCaicQtS7rRLW6l","https://ap.wps.com/l/cbCaicQtS7rRLW6l","pdf",801298,16,"English","# Abstract\n# Introduction\n# Evaluation of Competencies in Higher Education","[{\"question\":\"Which beliefs most influence ICT adoption for evaluation?\",\"answer\":\"Pedagogical beliefs act as secondary barriers, and the study identifies autonomy in student work and feedback as key beliefs supporting technology adoption.\"}]","Barriers in Teacher Perception About Technology for Evaluation in Higher Education | PDF",1792091718]