Percepciones Del Alumnado Universitario Sobre La Evaluación

Mújika, José Francisco Lukas; Etxeberria, Karlos Santiago; Hernández, Luis Lizasoain; Murgiondo, Juan Etxeberria

doi:10.13042/bordon.2016.43843

Cited by 17 publications

(16 citation statements)

References 2 publications

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“…It was detected thanks to the coincidence between both classes and their independence from the marks received by him. These data concur with the findings by [21] about the concordance in the marks from professor and students, which highlights the students' optimal assessing skills. Studies such as those performed by [3,21] reveal divergences in the marks awarded by professors and those that students consider they deserve.…”

Section: Discussionsupporting

confidence: 90%

“…These data concur with the findings by [21] about the concordance in the marks from professor and students, which highlights the students' optimal assessing skills. Studies such as those performed by [3,21] reveal divergences in the marks awarded by professors and those that students consider they deserve. This point, far from being negative, justifies the complementarity of this assessment model with more traditional ones.…”

Section: Discussionsupporting

confidence: 90%

“…This means that they successfully acquired their co-assessment competence. Some problems were identified related to this shared assessment, although they were overcome thanks to the students' potential, as it happened in the study by [21]. As an epilogue, an adequate competence concerning the assessments awarded to the professor's performance was identified.…”

Section: Discussionmentioning

confidence: 96%

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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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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 96%

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

Fuentes

Ortega

2021

Mathematics

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“…En efecto, Rodríguez Espinosa, Retrespo y Luna (2016) e Ibarra Sáiz y Rodríguez Gómez (2010; 2014) afirman que aunque los estudiantes tienen buena percepción de los procesos evaluativos del docente reclaman fórmulas diferentes a la tradicional como complemento. Porque, según experiencias empíricas realizadas con percepciones del propio alumnado (Lukas, Santiago, Lizasoain y Etxebarria (2017), tal evaluación teórica en modalidad de heteroevaluación final sumativa no refleja lo aprendido ni el esfuerzo del alumno.…”

Section: Introductionunclassified

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

Ortega

Fuentes

2017

REDU

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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

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“…Esto requiere de una preocupación especial para futuras experiencias si se considera que la participación del alumnado es considerada por autores como Benito, Villaverde, Hortigüela y Abella-García (2016) como una característica de vital importancia en la evaluación de los procesos de E-A que se instalan en el nivel universitario, sobre todo si se considera que ayuda a poner acento en el carácter formativo de la evaluación (Gil y Padilla, 2009). Así, también investigaciones manifiestan que la implicación del alumnado ayuda a generar mayor vinculación del mismo alumnado con su propio proceso de E-A (Angelini, 2016; Atienza, Valencia-Peris, Martos-García, López-Pastor y Devís-Devís, 2016; Zaragoza, Luis-Pascual y Manrique, 2009), aunque se deja ver que a pesar de estas consideraciones se han encontrado evidencias de poca participación del alumnado posteriormente en los procesos de calificación (Cañadas, Santos-Pastor y Castejón, 2017;Lukas, Santiago, Lizasoain y Etxeberria, 2017;Martínez-Muñoz, Santos-Pastor y Castejón, 2017).…”

Section: Discussionunclassified

Evaluación Formativa y Compartida en la Formación Inicial del Profesorado de Educación Física: Resultados tras Cuatro Años de Implementación en una Universidad Pública Chilena

Gallardo-Fuentes¹,

Carter-Thuillier²,

López-Pastor³

2019

RIEE

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Education who participated in four systems of Formative and shared Assessment implemented in 2014 in the "practicum" (Age 24.1  1.8); 2015 in the subject "Physical Activity and Health for Special Groups" (Age 22  2.2); 2016 in the subject "Energy Expenditure and Anthropometry" (Age 23  1.9) and 2017 in the subject "Energy Expenditure and Anthropometry" (Age 23.2  2.1). The main results show high valuated to the items corresponding to "advantages of the Assessment system" and low valuated to the items that are presented as real inconvenient of an Assessment system. It was possible to appreciate a high valuation to the Assessment systems used, as well as the presence of elements of formative and shared Assessment in the Pre-service Physical Education Training of the university where the study was carried out.

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Percepciones Del Alumnado Universitario Sobre La Evaluación

Cited by 17 publications

References 2 publications

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

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

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

Evaluación Formativa y Compartida en la Formación Inicial del Profesorado de Educación Física: Resultados tras Cuatro Años de Implementación en una Universidad Pública Chilena

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