Continuing a Culture of Evidence: Expanding Skills in Higher Education

Oliveri, María Elena; Markle, Ross

doi:10.1002/ets2.12137

Cited by 15 publications

(11 citation statements)

References 28 publications

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“…Consideramos que de este ejercicio de investigación queda planteada una pregunta fundamental alrededor de las formas como se teje la evaluación en la formación universitaria: por un lado, el profesorado reclama formación en el diseño de procedimientos de evaluación (Comber, 2012) (determinar qué, cómo y cuándo se evaluará, definir criterios, actuaciones, instrumentos) y, por otro, reconoce que la evaluación va más allá de las habilidades técnicas de la ciencia o la disciplina -siendo estas fundamentales-en la que se forma el estudiantado, por ejemplo, las habilidades del pensamiento complejo (Oliveri y Markle, 2017;Tobón, 2013).…”

Section: Discusión Y Conclusionesunclassified

La Evaluación para el Aprendizaje en la Educación Superior: Retos de la Alfabetización del Profesorado

Gómez¹,

Salazar²

2020

RIEE

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La alfabetización en evaluación se concibe como una práctica cultural, un lenguaje de posibilidad, y el dominio de conceptos, teorías y prácticas propias de evaluación. Este artículo es el resultado de dos eventos: el primero, una investigación colaborativa entre universidades europeas y latinoamericanas (2012-2014), en la cual llevamos a cabo una indagación entre el profesorado de cuatro universidades sobre sus concepciones y prácticas en evaluación; a partir de encuestas y preguntas abiertas. El segundo evento recoge reflexiones surgidas en procesos de formación del profesorado que se realizaron entre el 2013 y el 2019, en dieciséis cursos o seminarios talleres para la formación de docentes de universidades colombianas. En los cursos se compartió una propuesta para planear la evaluación como un itinerario que recorre diferentes fases. La conjugación de estos dos eventos nos ofrece un camino para comprender asuntos relativos a la naturaleza de la alfabetización en evaluación, a las tensiones entre evaluar y calificar, y, especialmente, a las lecciones de las prácticas de enseñanza en la universidad. Los resultados obtenidos nos permiten ver las paradojas a que está sujeta la evaluación, las tensiones a la que se expone su ejercicio y, sobre todo, la demanda y la disponibilidad del profesorado para conocer estrategias, conceptualizaciones y experiencias que revisen, mejoren o transformen sus propias prácticas en el ámbito universitario. Palabras clave: Educación superior; Formación del profesorado; Alfabetización en evaluación; Docencia universitaria. Assessment literacy is conceived as a cultural practice, a language of possibility, and the mastery of concepts, theories and practices pertaining to this field of knowledge. This article is the result of two events: the first one, a collaborative research project between European and Latin American universities (2012-2014) [1], in which an inquiry among the teaching faculty of four universities about their concepts and practices in evaluation, based on surveys and open questions, was carried out. The second event helped compile reflections that arose via teacher training processes that took place between 2013 and 2019, in sixteen courses or seminars-workshops offered to train university professors in Colombian universities. During the courses, evaluation as an itinerary that goes through different phases was shared as a proposal. The combination of these two events offered a way to understand issues relating to the nature of assessment literacy, the tensions between assessment and grading, and, especially, the lessons of the teaching practice in the university. The results obtained allow seeing the paradoxes to which assessment is subject, the tensions to which its exercise is exposed to and, above all, the demand and the availability of the teaching staff to learn strategies, conceptualizations and experiences that revise, improve or transform their own practices in the university.

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Section: Discusión Y Conclusionesunclassified

La Evaluación para el Aprendizaje en la Educación Superior: Retos de la Alfabetización del Profesorado

Gómez¹,

Salazar²

2020

RIEE

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“…A key point, and one that has implications for the political economy of higher education, is that higher education receives enormous pressure for ensuring that students are appropriately skilled (Oliveri and Markle 2017). Higher education receives this pressure in part because it interfaces directly with the labor market (in the sense that the vast majority of its graduates proceed into the labor force).…”

Section: The Political Economy Of Skilling Students: An Unfair Burdenmentioning

confidence: 99%

Political Economy of Producing Skilled College Graduates in South Asia

Béteille¹,

Bhuradia²,

Loyalka³

2019

Handbook of Education Systems in South Asia

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In this chapter, we examine the political economy of higher education in South Asia. We use a broad definition of political economy to encompass the outcomes and processes resulting from the intersection between system-level goals and private interests in higher education. We focus on three sets of issues. First, we discuss general issues surrounding the political economy of measuring student learning. Second, we examine governance challenges within the higher education sector, focusing on autonomy and governance and their relationship with the performance of the system. Third, we examine the relative effectiveness of the private versus public provision of higher education in terms of skilling graduates. T. Béteille (*)

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“…So, employability must focus on abilities and must integrate the metacognitive capacities to continue learning (Bennett, 2018). Precisely, some of the most sought skills by employers are the ability to solve problems and think critically (Oliveri and Markle, 2017;Partnership for 21st Century Skills, 2010;Wiggins, Hammar, Larsson, Pauli, & Worrell, 2016); such learning outcomes are also valued according to the Guidelines for the Degree in Psychology (APA, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…A major challenge for professors is the ability to design valid assessment methods that really measure students' higher order thinking skills, which are described in undergraduate psychology programs' graduate profiles, and included in professional standards of different countries (Australian Psychological Society, 2013;Markle, 2017, Oliveri & Markle, 2017. Such assessments need to be ecologically valid, clearly reflecting the content and context of professional practice, while requiring the demonstration of complex thinking skills (Falchikov, 2004;Nicholson Perry, Donovan, Knight, & Shires, 2017).…”

Section: Introductionmentioning

confidence: 99%

Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program

Villarroel¹,

Bruna²,

Brown³

et al. 2021

INT J INSTRUCTION

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This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.

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Continuing a Culture of Evidence: Expanding Skills in Higher Education

Cited by 15 publications

References 28 publications

La Evaluación para el Aprendizaje en la Educación Superior: Retos de la Alfabetización del Profesorado

La Evaluación para el Aprendizaje en la Educación Superior: Retos de la Alfabetización del Profesorado

Political Economy of Producing Skilled College Graduates in South Asia

Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program

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