To a paradigm shift to the evaluation of scientific activity into Higher Education

Abstract

The current assessment of scientific activity is performed by the same international pattern. This has stimulated a remarkable number of critical researches. However, the abundance of critical publications contrasts with the lack of alternative proposals. This paper presents a synthesis of the drawbacks observed in assessment practices, identifying negative consequences for science itself, its members and its public utility in reference to Higher Education Institutions. A review of alternative voices is also added. Finally, this paper proposes a set of eight principles to assist in promoting a paradigm shift.