¿Para qué, cómo y qué evalúa en ciencia el profesorado de Primaria en formación?

López-Lozano, Lidia; Ramírez, Emilio Solís

doi:10.25267/rev_eureka_ensen_divulg_cienc.2016.v13.i1.08

Cited by 2 publications

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“…Furthermore, the multi-criteria evaluation proposal is not limited to the evaluation agents but includes more widely accepted elements, such as: (a) At different points in time-not only at the end but also at the beginning of and during the process; (b) With different tools, complementary to the anachronistic monopoly of the traditional exam [20]; (c) At different evaluated dimensions, commonly only tangible knowledge, to which less obvious procedures and attitudes have been added, as well as other more complex competencies [21,22]; (d) Finally, with different purposes-not only to reward, sanction, categorize or school the student (modality, promotion, etc. ), but also to redirect efforts and raise awareness.…”

Section: Introductionmentioning

confidence: 99%

“…In the latter, a perpetuation of the traditional hetero-evaluation methodology is observed [1]. Its starting and arrival point is evaluation of the students by the teacher, in a unidirectional journey conducted, predominantly, by traditional examinations [20] to gauge the reception of the studying process, instead of the learning process itself [26].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation for Teachers and Students in Higher Education

et al. 2020

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It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student’s initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned—one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluation for Teachers and Students in Higher Education

et al. 2020

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“…En este sentido, la evaluación ha sido entendida tradicionalmente por el profesorado como una "valoración" (López-Lozano & Solís-Ramírez, 2016), que sirve para detectar los puntos fuertes y débiles de los conocimientos del alumnado (Wang, Kao, & Lin, 2009), para informar al alumnado y a sus familias al respecto y para recuperar, así, los aprendizajes no adquiridos (Hernández, 2010). Además, la mayoría del profesorado a la hora de evaluar a sus alumnos cree y confía en la objetividad de los instrumentos tradicionales, es decir, del examen escrito (Miralles, Gómez, & Sánchez, 2014).…”

Section: Introductionunclassified

La evaluación de la alimentación humana según maestros en formación de España/Portugal

Rivadulla-López

Silveira

Barros

2017

R Est Inv Psico y Educ

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La evaluación de la alimentación humana según maestros en formación de España/PortugalThe evaluation of human feeding acordin to training teachers from Spain/PortugalJuan Carlos Rivadulla-López, María-Jesús Fuentes-Silveira, Susana García Barros Universidade da Coruña ResumenEn este trabajo se analizan las cuestiones de evaluación propuestas por maestros en formación de la Universidade da Coruña (España) y Universidade do Minho (Portugal) para 5º/6º de Educación Primaria sobre la alimentación y la salud para conocer los contenidos evaluados y las habilidades exigidas en ellas. La recogida de datos se realizó mediante una actividad formativa de aula. Los resultados muestran que aunque existen diferencias entre ambos colectivos tienen una idea restringida de los contenidos que deben ser evaluados, lo que constituye una llamada de atención para los sistemas formativos que se vienen empleando. Palabras clave: Educación Primaria, formación inicial, evaluación, habilidades, alimentación humana. AbstractThis paper analyzes the evaluation questions proposed by teachers in training at the Universidade da Coruña (Spain) and Universidade do Minho (Portugal) for 5º / 6º of Primary Education on food and health in order to know the contents evaluated and the skills required in them. Data collection was done through a classroom training activity. The results show that although there are differences between both groups they have a restricted idea of the contents that must be evaluated, which constitutes a wake-up call for the training systems that are being used.

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¿Para qué, cómo y qué evalúa en ciencia el profesorado de Primaria en formación?

Cited by 2 publications

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Evaluation for Teachers and Students in Higher Education

Evaluation for Teachers and Students in Higher Education

La evaluación de la alimentación humana según maestros en formación de España/Portugal

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