La rúbrica de evaluación de la competencia en expresión escrita. Percepción del alumnado sobre su funcionalidad.

Ruiz-Terroba, Rocío; Vázquez‐Cano, Esteban

doi:10.18239/ocnos_2017.16.2.1349

Cited by 6 publications

(9 citation statements)

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“…The school should be a place where students are educated in the critical and responsible use of technology, thereby avoiding the dangers of exposure to material unsuitable for their age. The school should also instruct families on their children's responsible use of technology, by making parents aware that unsupervised use of digital devices can lead to psychological damage as a result of online harassment, addiction, poor educational performance, absenteeism and abandonment of studies, as well as sleep and avoidant personality disorders [61][62][63][64][65][66].…”

Section: Discussionmentioning

confidence: 99%

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

et al. 2020

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This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

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Section: Discussionmentioning

confidence: 99%

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

et al. 2020

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“…En este escenario, las rúbricas, que establecen criterios y estándares mediante una escala en la que se establecen diferentes niveles de habilidad (Cano, 2015;Verano-Tacoronte et al, 2016), se convierten en un recurso útil para fomentar el aprendizaje, en la medida en que gran cantidad de estudiantes llegan a interiorizar los criterios de evaluación de la rúbrica, asumiéndolos como propios e incluso usándolos para su autoevaluación (Ruiz-Terroba et al, 2017). Además, las rúbricas son oportunas para evaluar tareas en las que no se demandan respuestas correctas o incorrectas en sentido estricto (Díaz-Barriga Arceo y de la Cruz, 2011).…”

Section: Los Textos Expositivosunclassified

“…Algunos estudios han demostrado que existe una correlación positiva entre las habilidades expositivas y el desempeño docente (Ruiz-Terroba et al, 2017), lo que aconseja disponer de recursos que permitan conocer hacia dónde dirigir las estrategias de enseñanza-aprendizaje en el aula con el estudiantado universitario (futuro personal docente).…”

Section: Conclusionesunclassified

“…Son necesarias, pero no bastan para entender el rendimiento (Boyatzis, 1982). No obstante, en los diferentes diseños de competencias para la formación universitaria, se enfatizan las competencias comunicativas en cada una de sus destrezas (hablar, escribir, leer, escuchar), consideradas como competencias iniciales básicas para cualquier docente (Perrenoud, 2004;Ruiz-Terroba et al, 2017). Pero en la bibliografía especializada son muy escasos los instrumentos que ilustran acerca de cómo evaluar habilidades de comunicación escrita en estudiantado universitario (Muñoz y Valenzuela, 2015), de ahí la pertinencia de este estudio.…”

Section: Introductionunclassified

“…Pero en la bibliografía especializada son muy escasos los instrumentos que ilustran acerca de cómo evaluar habilidades de comunicación escrita en estudiantado universitario (Muñoz y Valenzuela, 2015), de ahí la pertinencia de este estudio. Por ello, el objetivo del artículo fue validar una rúbrica para evaluar las habilidades expositivas de futuro personal docente, a sabiendas de que la escritura es una actividad cognitiva compleja y un ámbito imprescindible para la formación integral del estudiantado, así como un aspecto esencial para su futuro personal y profesional (Ruiz-Terroba et al, 2017).…”

Section: Introductionunclassified

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2020

Rev. Electr. Educare

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La formación en competencias comunicativas del futuro personal docente se ha convertido en una necesidad en el Espacio Europeo de Educación Superior (EEES). En este sentido, es fundamental conocer la competencia escritora de las personas docentes en formación y, concretamente, sus habilidades para elaborar un texto. Por ello, el objetivo de este artículo de investigación fue la validación de una rúbrica analítica para evaluar textos expositivos escritos por estudiantado universitario. El instrumento ha considerado siete dimensiones generales que se valoran, a partir de una escala de estimación, que va de excelente a deficiente, pasando por bueno y aceptable. Mediante una metodología mixta (cualitativa-cuantitativa), se procedió a la validación del instrumento, en el que inicialmente 12 personas juzgaron, de manera independiente, validaron su contenido y después se realizó su validación estadística con el software Statistical Package for the Social Sciences (SPSS). Se obtuvo la unanimidad de juicio del equipo evaluador, así como una elevada consistencia interna en el instrumento. Por tanto, la rúbrica goza de una adecuada validez de constructo, constatada por la valoración experta, y una alta fiabilidad, lo que justifica su utilidad para analizar y valorar textos expositivos en futuro estudiantado universitario y docentes en formación.

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Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Tinoco-Giraldo¹

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Mentoring is a practice that supports learning, experimentation and helps students in Higher Education to develop their potential. A mentoring relationship is one in which both the mentor and mentee, recognize the need for professional and personal development.participating academic programs. For such process, two parts have been developed, firstly, a pilot study for the validation of the e-mentoring program generated, in a Colombian university with students of academic internship of a Marketing program. After the results achieved in this first study, the program is adapted and an experimental study is implemented, in which three academic programs from three universities (two Colombian and one American) are integrated, the same Marketing program, a Bachelor's degree program in technology and Computer Science from a Faculty of Education and a Medical program, respectively. As this was a pretest-posttest study, a competency evaluation rubric was used to assess the skills, dispositions and competency domains of the participants and a satisfaction survey designed to measure the impact of the program.After the data analysis implemented in both studies, it is highlighted that the competency levels of each participant sample improved after having implemented the mentoring program. A competency improvement is recognized in the post-test study and a positive recognition by the mentors of these improvements. Likewise, the level of satisfaction with the program is high, recognizing the implementation of the program, the resources used and the adequate training of the mentors.At the end of the study, it is considered relevant to highlight a series of recommendations. On the one hand, a replication study of this research to control to what extent the improvement in competencies is conducted by the mentoring program or by the practice process, with the inclusion of a control group that does not participate in the mentoring effect. On the other hand, other recommendations, at a more formative level, invite to explore the creation of formal mentoring programs that allow students of academic internships to participate in their own personal and professional development; at the level of process development, it is important to encourage and maintain mentoring in Higher Education institutions, informing of its professional and academic value.

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La rúbrica de evaluación de la competencia en expresión escrita. Percepción del alumnado sobre su funcionalidad.

Cited by 6 publications

References 23 publications

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Uma rubrica para avaliação de textos expositivos

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

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