Abstract
Two evaluation systems were analyzed for students of Biología Celular: a questionnaire based on each practical vs. a scientific paper based on one of the practicals. Assessment of both evaluation systems was based on qualitative analysis of students and lecturers perceptions of the activities and on quantitative analysis of student marks for each activity. Unexpected themes but relevant issues emerged from the qualitative analysis that would have been overlooked by the lecturers if quantitative analysis alone had been used.
