Confiabilidad de las valoraciones de los estudiantes. Estudio de sus competencias evaluativas

Abstract

ResumenEs sabido que la didáctica universitaria está cambiado con la implantación del EEES y sus nuevos escenarios, recursos y estrategias, al reclamar mayores cotas de implicación estudiantil, en tanto que constructores de su propio aprendizaje. Ello no se está reflejando en la evaluación que sigue primando la tradicional heteroevaluación del docente al discente, aunque con menor peso del examen escrito en beneficio del trabajo procesual. Resta combinar este patrón con otra heteroevaluación como la coevaluación; e, incluso, con la autoevaluación. A ello contribuye el estudio cuasi-experimental pretestpostest de la experiencia innovadora queThe accuracy of student´s evaluations. Study of their evaluative competences José Luis Gallego Ortega Antonio Rodríguez Fuentes Universidad de Granada (España) AbstractIt is well known that university teaching is undergoing a shift with the introduction of the EHEA and its new scenarios, resources and strategies. We are seeing calls for greater levels of student involvement, as individuals who shape their own learning. This is not being reflected in assessment, which still prioritises the traditional heteroassessment of the student by the lecturer, although written exams carry less weight than coursework. This model needs to be combined with others models such as peer assessment and even self-assessment. The semi-experimental pre-test/post-test study of the innovative experiment presented here contributes towards this. It outlines

An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

“…This fact has been interpreted as a claim for a higher share of responsibility regarding their assessment, as well as empowering their own learning process, in line with the findings obtained by [8,19]. The students also admitted the importance of experience for their own training to becoming teaching professionals, which had also been previously demonstrated [11].…”

“…Nonetheless, there are still many practices and schools where the traditional assessment models are the ones mainly or exclusively employed [10]. Even though it is noted that every complementation effort with other models is praiseworthy [1,11,12], given the multiple aims of the assessment process, a multiple assessment is required, concerning results and efforts, moments and processes, techniques and instruments, spaces and contexts, etc. [8,13].…”

“…Two assessment worksheets, duly validated by judges with a high unanimity degree (98%). They had to be filled individually, regarding the work carried out during the subjects' practical seminars [11] (p. 354), (a) intra-group assessment worksheet: personal self-assessment and assessment of the remaining group members (b) intergroup assessment worksheet: self-assessment of both the students' own work groups and all the other class groups.…”

Malestar docente: reflexiones frente al bajo rendimiento académico en estudiantes universitarios

“…It is necessary to empower the learners with learning strategies (Alarcón, Alcas, Alarcón, Natividad and Rodríguez Fuentes, 2019). It is equally necessary to endow this power in his own evaluation and that of his colleagues, in an attempt to share all the tasks of the didactic act, which would reduce the teacher's stress when facing this task, as he or she is the only one responsible for it (Gallego & Rodríguez Fuentes, 2017). Complementarily, it would contribute to reduce the levels of anxiety if the cooperative and collaborative work between the teachers of the same group of students were increased, as decisions would be taken in teams, assuming among all successes and failures, thus granting a power to the group that would be greater than the sum of each of the components.…”

Rendimiento, contexto académico y salud percibida en estudiantes de psicología antes y después del EEES

“…En este aspecto, conviene señalar que el empleo de metodologías más activas debería conllevar también un replanteamiento en los procedimientos de evaluación con otras heteroevaluaciones (coevaluación y autoevaluación) que reflejen más efectivamente el aprendizaje del alumnado (Gallego y Rodríguez, 2017).…”