Revista Iberoamericana de Evaluación Educativa最新文献

{"title":"Validación de un Cuestionario de Evaluación de la Ética Profesional Docente Universitaria","authors":"Alma Delia Torquemada González, Javier Loredo Enríquez","doi":"10.15366/RIEE2021.14.1.006","DOIUrl":"https://doi.org/10.15366/RIEE2021.14.1.006","url":null,"abstract":"La ética profesional como rasgo característico de una docencia de excelencia es reconocida desde la investigación educativa; no obstante, su evaluación en el desempeño docente es apenas visible en el contexto universitario. Este trabajo tiene como finalidad presentar el proceso de construcción y validación de un cuestionario de opinión docente orientado a la identificación de las características que definen la ética profesional en la docencia universitaria y su evaluación en el desempeño docente. Metodológicamente se describe el proceso de construcción de las dimensiones teóricas del instrumento a través de un análisis de contenido. Posteriormente, se explica el proceso de validación del cuestionario mediante una entrevista cognitiva. Como resultado se presenta el cuestionario final, el cual asume una escala Likert conformada por 49 reactivos, organizados en cuatro dimensiones y seis ejes analíticos. Se concluye señalando que el cuestionario sitúa a la ética profesional como una dimensión específica dentro de los procesos de evaluación docente, reconociendo la participación de los profesores universitarios en la valoración del propio desempeño ético. Analizar el profesionalismo docente desde la perspectiva de sus propios actores, permitirá generar procesos formativos orientados a la búsqueda del compromiso con la docencia favoreciendo una evaluación docente integral. ","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124233285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La Autoevaluación de Estilos de Enseñanza en Docentes de Educación Superior","authors":"Luis Medina Gual, Virginia Isidra Martínez Cruz, María de las Mercedes Iglesias Sobero","doi":"10.15366/RIEE2021.14.1.003","DOIUrl":"https://doi.org/10.15366/RIEE2021.14.1.003","url":null,"abstract":"The purpose of this research is to propose an alternative to the self-assessment of teaching styles in higher education. A literature review is carried out to discuss the self-evaluation university staff as an element of teaching evaluation. To this end, the research aims to evaluate teaching styles. Teaching styles are defined, and a functionalist and reflective propose are discussed as aims for this kind of self-assessment. Finally, the psychometric analysis challenges of this type of instrument are analyzed by reflecting upon the relevance of consistency coefficients such as Cronbach's Alpha. Based on the above, a questionnaire is developed in 6 phases. Those phases consider the exploration and subsequent definition of plausible teaching styles that emerge from the data. The teaching styles defined are neither dichotomous nor conceptualized from a functionalist perspective. When calculating the internal consistency, the Omega coefficient is found to be a more plausible alternative to Cronbach's Alpha. The possibility of discussing the stability of the teaching styles found is a debate that arises for new research projects. *Contacto: luis.gual@ibero.mx ISSN: 1989-0397 https://revistas.uam.es/riee Recibido: 15 de septiembre 2020 1a Evaluación: 11 de noviembre 2020 2a Evaluación: 29 de diciembre 2020 Aceptado: 4 de diciembre 2020 CÓMO CITAR: Medina, L., Martínez Cruz, V. I. e Iglesias, M. M. (2021). La autoevaluación de estilos de enseñanza en docentes de Educación Superior. Revista Iberoamericana de Evaluación Educativa, 14(1), 47-68. https://doi.org/10.15366/riee2021.14.1.003 REVISTA IBEROAMERICANA DE EVALUACIÓN EDUCATIVA L. Medina Gual et al. 48 Revista Iberoamericana de Evaluación Educativa, 2021, 14(1), 47-68 1. Introducción Los estilos de enseñanza como campo del estudio educativo se han configurado como un campo fértil para la reflexión y mejora continua de los procesos de enseñanza-aprendizaje (Grasha, 2002). Coherente con lo anterior, el número de propuestas sobre el cómo conceptualizarlos, evaluarlos y emplearlos es muy diverso (Rendón, 2011). Dentro de estas, la autoevaluación prepondera como mecanismo de estudio que parece tener una doble finalidad: favorecer la reflexión del docente sobre su propia práctica a fin de reconocer sus fortalezas y sus áreas de oportunidad e identificar los elementos que caracterizan su docencia. En esta tónica, es que la Universidad Iberoamericana, Ciudad de México ha diseñado Dialogremos, un nuevo modelo de evaluación docente que se encuentra en proceso de implementación. Dicho modelo está orientado principalmente al desarrollo, a la mejora continua y a la innovación de la práctica docente en la búsqueda de mayores y mejores aprendizajes de sus estudiantes. El modelo se caracteriza por ser integral en tanto que contempla una visión amplia de la práctica docente y de ahí un abordaje desde la perspectiva de diferentes actores –estudiantes, docentes y autoridades– a través de diversos instrumentos, tomando","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131534271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eficacia de un Programa de Innovación Docente en el Rendimiento, la Adquisición de Competencias Específicas y la Autoevaluación del Alumnado","authors":"Mª del Mar Benítez Hernández, Juan Francisco Rodríguez Testal, Macarena Torrado Herrera","doi":"10.15366/RIEE2021.14.1.011","DOIUrl":"https://doi.org/10.15366/RIEE2021.14.1.011","url":null,"abstract":"En el contexto académico actual el aprendizaje por competencias implica la renovación a metodologías más activas que se acerquen a la realidad profesional, y cambios en la forma de evaluar. El presente estudio, realizado durante los cursos 2017/2018 y 2018/2019, trata de valorar la eficacia de una experiencia de innovación docente en la adquisición de competencias específicas, el rendimiento académico y la autoevaluación de 44 estudiantes del Máster de Psicología General Sanitaria (MPGS). En concreto, el alumnado participó en el diseño y desarrollo de un programa de entrenamiento de habilidades sociales (HHSS) para pacientes, actuando como terapeuta-coterapeuta (participación directa), y/u observador-registrador (participación indirecta). Asimismo, se incorporó a la experiencia a dos alumnas invidentes para determinar qué tipo de adaptaciones se podrían llevar a cabo. Los resultados muestran que el alumnado ha adquirido las competencias específicas evaluadas y se ha producido una mejora del rendimiento académico, así como de la autoevaluación global y por competencias. A este respecto, no se encontraron diferencias entre el alumnado en función de su participación. Por otro lado, se hallaron diferencias entre la evaluación y autoevaluación, aunque con un tamaño del efecto bajo al concluir el programa. Finalmente, se discuten los hallazgos y las adaptaciones curriculares. ","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121572707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El Examen de Ingreso a la Universidad Nacional Autónoma de México: Evidencias de Validez de una Prueba de Alto Impacto y Gran Escala","authors":"Melchor Sánchez Mendiola, Manuel García Minjares, Adrián Martínez González, Enrique Buzo Casanova","doi":"10.15366/RIEE2020.13.2.006","DOIUrl":"https://doi.org/10.15366/RIEE2020.13.2.006","url":null,"abstract":"Introduction. Higher education institutions’ admission exams are summative high-stakes tests that have important consequences for applicants, so they require validity evidence to assure that appropriate inferences are made with the results. The National Autonomous University of Mexico (UNAM) is the most sought-after higher education institution in the country, annually less than 10% of applicants that take the test are admitted. Methods. Analysis of the sources of the test validity evidence was performed using Messick and Kane conceptual frameworks, as well as the AERA-APA-NCME Standards, with the information generated from the February 2019 admission test in 148.407 applicants. Results: Test validity evidence was identified from content, response process, internal structure, relationship with other variables and consequences. Results suggest that the test has enough validity evidence, to state that the instrument is robust as a technical tool for knowledge assessment and as a source of information for high-stakes decisions. Discussion. It is crucial that institutions that use these tools document their validity evidence, since they have great social relevance. It is necessary to perform periodic longitudinal studies about the test use and its implications, since social and educational conditions in the context of the applicant population are dynamic.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116264018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La Evaluación Comprensiva de Programas Educativos: ¿Un Nuevo Paradigma Teórico?","authors":"Rafael López-Meseguer, Manuel T. Valdés","doi":"10.15366/riee2020.13.2.005","DOIUrl":"https://doi.org/10.15366/riee2020.13.2.005","url":null,"abstract":"In the 100th anniversary of Max Weber's death, this paper explores the possibility of translating the principles of \"Comprehensive Sociology\" to the evaluation of educational programs. To this end, we firstly review the literature on the evaluation of educational programs and establish the relationship between the comprehensive evaluation approach and other approaches. In the second part, we develop the theoretical contribution of this work in terms of the construction of the evaluation object. In particular, special attention is dedicated to the understanding of educational programmes as social relations and the evaluation of programs based on the analysis of their logical coherence and its causal correspondence. In the third part, we define the limits to value judgments in the evaluation practice. In line with Weber, we argue that, while evaluators should not make value judgements, it does not mean that participants' value judgements cannot be evaluated. In fact, they are a central element in the evaluation approach that we present. Finally, the articulation of qualitative and quantitative techniques is proposed as the most appropriate methodological strategy given the theoretical prerogatives of comprehensive evaluation.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121937864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desarrollo de un Cuestionario de Autoevaluación de la Competencia Docente en Línea","authors":"Edna Luna Serrano, Luz Adriana Vital Elías","doi":"10.5944/ried.23.2.27084","DOIUrl":"https://doi.org/10.5944/ried.23.2.27084","url":null,"abstract":"Una de las estrategias privilegiadas en los procesos de evaluación formativa de la docencia es la autoevaluación. El objetivo de este artículo es reportar el proceso de investigación que permitió desarrollar un cuestionario de autoevaluación de la competencia docente en línea en educación superior. Los participantes fueron seis expertos en el diseño e implementación de cursos en línea y un total de 130 docentes universitarios. El método consistió en dos etapas. 1) Desarrollo del instrumento a través de: fundamentación teórica sobre los elementos de la competencia docente en línea; operacionalización del constructo; y validación de la matriz por el juicio de expertos. 2) Aportación de evidencias de confiabilidad y validez incluyó: la aplicación del cuestionario; cálculo de estadísticos descriptivos; determinación de la confiabilidad de los puntajes; y análisis factorial exploratorio. Se identificaron dos factores: previsión e interacción didáctica; y, gestión del proceso de enseñanza y valoración de los aprendizajes; 44 ítems con una varianza total de 44.7 y alpha ordinal de .94. Se concluye que los resultados corroboraron el fundamento teórico del instrumento, por lo que se recomienda su aplicación en la retroalimentación de la práctica docente en línea. ","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129097510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diferencias de Género y Estudios de Acceso en las Creencias del Alumnado de Grado en Educación Infantil sobre el Desarrollo de la Autonomía en el Ciclo 0-3","authors":"Elena Herrán Izagirre, Nuria Galende Pérez, Gorka Etxebarria Elordui","doi":"10.15366/riee2020.13.2.003","DOIUrl":"https://doi.org/10.15366/riee2020.13.2.003","url":null,"abstract":"This study aims to go in depth in the beliefs and attitudes of the students of the Degree in Early Childhood Education in relation to the development of the autonomy of babies and toddlers (0-3 years). Early autonomy is understood as a preprogrammed capacity that encourages human breeding to interact with the surrounding world, physical and human, in a progressively more active and independent manner. Specifically, it tries to analyze the differences in these beliefs according to gender and studies of origin in 165 university students of the aforementioned Degree. The answers given to a questionnaire developed for this purpose were inconsistent, so the scores were centered. The results obtained show significant differences by gender coherent with the feminized character of the profession and of the studies. Likewise, students that come from the Higher Degree in Pre-School Education tend to value differentially the practical aspects of the profession more than the theoretical ones. This confirms that the imaginaries of the collectives that form the sample are different according to the two variables chosen, and poses a great challenge to the training in the Degree.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126987066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluación basada en los Resultados de Aprendizaje: Una Experiencia en la Universidad","authors":"Eugenio Astigarraga Echeverría, Arantza Mongelos García, Xavier Carrera Farran","doi":"10.15366/riee2020.13.2.002","DOIUrl":"https://doi.org/10.15366/riee2020.13.2.002","url":null,"abstract":"Based on the changes implemented at the Faculty of Humanities and Education Sciences (HUHEZI) in Mondragon Unibertsitatea, as well as those promoted by the development of the European Higher Education Area (EHEA), an experience of educational innovation – in terms of curricular, methodological and evaluative redefinition – is presented. The present experience was developed in the Degrees of Infant Education and Primary Education in this Faculty during the academic years 2017-18 (Year 1) and 2018-19 (Years 1 and 2) with a participation of 12 tutors, 40 teachers and 365 students. It shows how, after the curricular and methodological changes implemented in the university, it is necessary to rethink the evaluation system, in accordance with those transformations and with the current trends of evaluation in higher education. The evaluation strategy described, based on the professional profile and competencies to be developed in both degrees, is designed and articulated around the corresponding learning outcomes. It is presented, in detail, how the new evaluation model is implemented in terms of when it is carried out, the procedures and actions required, the agents involved, the instruments used, the interactions and feedback given, together with the evaluation and qualification criteria established. Finally, and without aiming to seek generalizations – since this is a particular experience that is still in process of development – we seek to reflect on the key aspects and themes that can facilitate -or hinder- the settlement and consolidation of the transformations that this type of innovation drives.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115411689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluación Auténtica y Evaluación Orientada al Aprendizaje en Educación Superior. Una Revisión en Bases de Datos Internacionales","authors":"Emilio José Barrientos-Hernán, V. López-Pastor, Dario Pérez-Brunicardi","doi":"10.15366/riee2020.13.2.004","DOIUrl":"https://doi.org/10.15366/riee2020.13.2.004","url":null,"abstract":"This paper analyses a review of the international literature on “Learning Oriented Assessment” (LOA) and “Authentic Assessment” (AA) in Higher Education (HE). The European Higher Education Area (EHEA) implies new challenges on Formative Assessmet (FA) and the approaches related to it. A literature review has been carried out using three international databases: WOS, ERIC and Google Scholar. A content analysis has been carried out establishing two categories: LOA and AA. The main results on LOA are: (1) Assessment tasks should be designed to stimulate sound learning practices amongst students; (2) Assessment should involve students actively in engaging with criteria, quality, their own and/or peers’ performance; (3) Feedback should be timely and forward-looking so as to support current and future student learning. Most of the experiences show positive aspects using LOA-HE. The results on AA-HE show the main criteria to define it as: (1) do authentic tasks in the classroom with the same or similar characteristics to real life work-tasks; (2) use mimetic or similar contexts to real-work spaces. Most of the experiences show that students assessed very positively this type of assessment due to their connection with real life and/or future world contexts.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"288 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134100241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Métodos de Avaliação das Aprendizagens em Universidades Públicas Portuguesas: Um Estudo Quantitativo","authors":"Eva Lopes Fernandes, Maria-Assunção Flores, Irene Cadime, Clara Pereira Coutinho","doi":"10.15366/riee2020.13.2.001","DOIUrl":"https://doi.org/10.15366/riee2020.13.2.001","url":null,"abstract":"This article is part of a broader research project aimed at identifying the most valued and most used assessment methods by faculty in the Portuguese context. The results were collected through a survey with faculty from five Portuguese public universities (n=185) in all professional categories and cycles of study, of the following scientific areas: Hard Sciences, Engineering and Technology Sciences, Medical and Health Sciences, Social Sciences and Humanities. The exploratory factor analysis (EFA) results indicated a three factors model for both scales:  collective methods, portfolios and reflections, and individual methods. The item “written tests and exams” was treated in subsequent analysis independently as observable variable. The results of descriptive statistics identify a greater valorisation and use of written tests and exams and a lower valorisation and use of portfolios and reflections. Data also suggest statistically significant differences in the use of assessment methods according to the cycles of study, the area of knowledge and pedagogical training.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115782946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}