Contribution of socio-formative assessment to academic performance in an undergraduate program

Cardona, Sergio; Velez, Jeimy; Tobón, Sergio

doi:10.5565/rev/educar.763

Cited by 21 publications

(18 citation statements)

References 19 publications

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“…Many researchers engaged in the development and creation of a full system of evaluation of education quality and competence level achieved by the student during the educational process, as well as justification of the criteria used for this assessment, and methods of certification of professional competence and development of professional potential [13][14][15]. These studies raise the question of measuring the quality of education, its evaluation, as well as the approaches used in obtaining higher education and affecting the development of professional and personal potential.…”

Section: Literature Reviewmentioning

confidence: 99%

Practice-Oriented Training as a Mechanism of Development of Professional Potential of Students of Higher Education in Russia and Abroad: Historical and Social aspect

Rezer¹

2020

Proceedings of the Ecological-Socio-Economic Systems: Models of Competition and Cooperation (ESES 2019)

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This article deals with the theoretical and methodological justification of practice-oriented education as a mechanism for the development of professional potential of students in higher education. The authors consider the process from the point of the historical and social aspects of this phenomenon. The historical approach made it possible to analyze the pedagogical heritage of world-renowned scientists in Russia and abroad in the field of the formation of professional competences and the development of human potential. As a result it is shown that on the basis of the analysis of goals, tasks, forms and results of the received education practice-oriented training includes two educational approaches: competence-based and practice-oriented, which are based on human activity, which leads to the development of professional potential of students. The social approach is used to analyze the organization of practical training of higher education in Russia, Europe, USA, Asia and China and the use of the mechanism of development of professional potential. Practice-oriented training can be considered as a mechanism for the development of students' professional potential, taking into account national characteristics. A sociological study conducted among students of higher educational institutions revealed the most effective forms and types of training that provide practical orientation and professional development (56% of respondents approved practical master classes). There are revealed modern social risks: new social policies in the sphere of higher education, digitalization of education, spread of clip-thinking and internet-addiction among students of higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Practice-Oriented Training as a Mechanism of Development of Professional Potential of Students of Higher Education in Russia and Abroad: Historical and Social aspect

Rezer¹

2020

Proceedings of the Ecological-Socio-Economic Systems: Models of Competition and Cooperation (ESES 2019)

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“…Para lo cual, emplea diversas estrategias metodológicas, como la investigación acción socioformativa, el método antes, durante y al final del aprendizaje (MADFA), el método de Kolb (de procesamiento de la información/experiencia) y la aplicación de las 10 acciones de mediación, taller reflexivo-constructivo, sociodramas, etc., que contribuyen a mejorar la calidad humana y la sustentabilidad económica (Cardona, Vélez y Tobón, 2016).…”

Section: Competenciasunclassified

La socioformación; un enfoque necesario en la formación superior universitaria

Ruiz-Aquino

Cruz

2019

DESAFIOS

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El presente artículo, aborda un análisis de la necesidad de asimilar en las universidades, el paradigma de innovación pedagógica: la socioformación, que retomando el enfoque humanista de la educación, y la epistemología del pensamiento complejo; dado la urgencia de formar nuevas generaciones para la sociedad del conocimiento. Es necesario formar estudiantes conscientes de su realidad y capaces de generar nuevos conocimientos y, por ende, ser mejores personas. Que los egresados evidencien desempeños óptimos en la solución de problemas del contexto en el que vivan, en condiciones de insertarse en el mundo social, laboral y tecnológico del presente siglo, con sostenibilidad ambiental, mejorando condiciones de vida y actuando con compromiso y respeto en proyectos sociales, mediante la aplicación del pensamiento complejo y el trabajo colaborativo. Desde una síntesis panorámica se exponen el enfoque teórico y epistemológico, la metodología, los rasgos básicos del perfil docente y algunos aspectos logísticos a considerar, alineados a tal enfoque. Finalmente en las consideraciones finales, se remarca que la formación basada en competencias implica un cambio de paradigma frente a la educación tradicional, basado en el enfoque por competencias. En este sentido se busca generar reflexión sobre las prácticas pedagógicas y la adopción de la socioformación en la gestión curricular de las universidades

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“…This plural, tripartite and procedural assessment has been termed multiple, since it adds agents, moments, perspectives, places, aims, and new actions, combining them with the traditional ones. Other authors have called it socio-formative assessment [14]. This process includes, on the one hand, self-assessment, assessment by others and co-assessment; on the other hand, it involves a diagnostic, continuous and summative assessment.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, this line of research is considered original and necessary so as to keep on recommending alternative over traditional assessment. In other contexts, the threat of an absence or scarcity of training in such respect [18], as well as its subjectivity [14], has been observed.…”

Section: Introductionmentioning

confidence: 99%

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

Fuentes

Ortega

2021

Mathematics

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It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

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Contribution of socio-formative assessment to academic performance in an undergraduate program

Cited by 21 publications

References 19 publications

Practice-Oriented Training as a Mechanism of Development of Professional Potential of Students of Higher Education in Russia and Abroad: Historical and Social aspect

Practice-Oriented Training as a Mechanism of Development of Professional Potential of Students of Higher Education in Russia and Abroad: Historical and Social aspect

La socioformación; un enfoque necesario en la formación superior universitaria

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

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