Del dicho al hecho en la evaluación del aprendizaje en la universidad: la conveniencia de evaluar a través de tareas auténticas
The decisions that teachers make about evaluation affects the quality of the learning outcome, it could be said that interventions to improve the quality level of the students' learning should start by changing the evaluation activities and procedures. This study aims to analyze which assessmen...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/17639 |
| Acceso en línea: | http://hdl.handle.net/10256/17639 |
| Access Level: | acceso abierto |
| Palabra clave: | Estudiants universitaris -- Avaluació College students -- Evaluation Educació -- Avaluació Education -- Evaluation Professors -- Formació Teachers -- Training of Qualitat de l'educació Educational Quality |
| Sumario: | The decisions that teachers make about evaluation affects the quality of the learning outcome, it could be said that interventions to improve the quality level of the students' learning should start by changing the evaluation activities and procedures. This study aims to analyze which assessment strategies are used by teacher trainers of Basic Education at the University of Playa Ancha, which ones are considered more likely to display authentic tasks and the correspondence between those declared in the learning modules. The information was gathered through a check table and content analysis of documents. The results show that although the evaluation strategies used by teachers are numerous and diverse in nature, a low percentage of them are likely to mobilize authentic tasks and that the conventional instrument more frequently used are tests with dichotomous response questions or multiple choice. In the discussion some lines of work are proposed to advance in the direction of assessing through authentic tasks and to bring closer to what is stated in the modules (said) to the evaluation activities used (done) |
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