Revista Iberoamericana de Evaluación Educativa最新文献_第7页

Evaluación de Competencias en Educación Superior: Experiencias en el Contexto Mexicano 高等教育能力评估:墨西哥背景下的经验

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-10-28 DOI: 10.15366/riee2019.12.2.003

Frida Díaz Barriga Arceo

引用次数: 10

La Formación Profesional en Psicología y su Evaluación Nacional en México: un Estudio de Caso 墨西哥心理学专业培训及其国家评价:个案研究

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-10-28 DOI: 10.15366/RIEE2019.12.2.002.007

José Alfonso Jiménez Moreno

{"title":"La Formación Profesional en Psicología y su Evaluación Nacional en México: un Estudio de Caso","authors":"José Alfonso Jiménez Moreno","doi":"10.15366/RIEE2019.12.2.002.007","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.2.002.007","url":null,"abstract":"El articulo presenta el problema de la formacion profesional de los psicologos en la Universidad Autonoma de Baja California (UABC) y su evaluacion al termino de sus estudios. A partir de las politicas institucionales que orientan la necesidad de conocer el desempeno de los egresados mediante el Examen General para el Egreso de la Licenciatura (EGEL) –prueba de alcance nacional que se utiliza como referente de competitividad–, se busco la identificacion de factores relacionados con los resultados de un grupo de egresados de psicologia, asi como indagar en sus condiciones de formacion profesional dentro de la universidad. Mediante el enfoque metodologico de la teoria fundamentada y el uso de grupos focales, el analisis inductivo realizado permitio identificar cuatro categorias que sirvieron de sustento para la comprension de este caso: razones para presentar el EGEL; apoyos y preparacion para el examen; opinion sobre el examen; y, opinion sobre la formacion. Se concluye la necesidad de valorar si la formacion del psicologo de la UABC debe orientarse o no hacia un estandar nacional, analizar la didactica utilizada en los procesos de ensenanza y la aparente falta de exigencia en la formacion profesional.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134296048","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}

引用次数: 1

Análisis Comparativo del Proceso de Evaluación en el 2º Ciclo de Educación Infantil en España 西班牙第二阶段幼儿教育评估过程的比较分析

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-10-28 DOI: 10.15366/riee2019.12.1.002.008

Mª Ángeles Fernández Vilar, Mª del Mar Bernabé Villodre

{"title":"Análisis Comparativo del Proceso de Evaluación en el 2º Ciclo de Educación Infantil en España","authors":"Mª Ángeles Fernández Vilar, Mª del Mar Bernabé Villodre","doi":"10.15366/riee2019.12.1.002.008","DOIUrl":"https://doi.org/10.15366/riee2019.12.1.002.008","url":null,"abstract":"Desde la Ley Organica 2/2006, la Educacion Infantil se considera una etapa importante porque se fomenta el desarrollo de la identidad del nino, los valores personales, su proceso socializador y la adquisicion de los prerrequisitos para la lectoescritura. El objetivo de este trabajo consiste en analizar las posibles diferencias entre Comunidades Autonomas en el desarrollo normativo de la evaluacion del segundo ciclo de Educacion Infantil. La metodologia seguida ha consistido en un analisis comparativo de los documentos normativos de cada Comunidad Autonoma, tanto del curriculo como de la evaluacion tomando como referentes los contenidos minimos establecidos por el Ministerio de Educacion y Ciencia para el curriculo y para la evaluacion. Los resultados obtenidos senalan que existen diferencias en cuanto al numero de criterios de evaluacion de las areas del curriculo entre las Comunidades Autonomas, asi como la inclusion de aspectos relativos al plurilinguismo en comunidades con lenguas cooficiales. En algunas Comunidades Autonomas, se matizan y tambien se encuentran diferencias en la concrecion de algunos aspectos especialmente en la evaluacion del proceso de ensenanza, la atencion a la diversidad, asi como de los documentos de evaluacion. Como conclusion, se puede afirmar que esas diferencias, en cuanto a la importancia de otras lenguas, al mayor numero de criterios y la importancia del proceso de evaluacion, son importantes para garantizar la comprension autonomica del proceso de evaluacion planteado en el Real Decreto 1630/2006. Y ese mayor numero de criterios coincide, en su mayoria, con las comunidades autonomas con mejores resultados en PISA.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123695336","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}

引用次数: 2

Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados 学生与教师的看法:辅导学习项目的形成性评价

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.004

Lurdes Martínez-Mínguez, Laura Moya Prados, C. Boza, Dolors Cañabate Ortiz

{"title":"Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados","authors":"Lurdes Martínez-Mínguez, Laura Moya Prados, C. Boza, Dolors Cañabate Ortiz","doi":"10.15366/RIEE2019.12.1.004","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.004","url":null,"abstract":"This article presents the results of some educational research about connecting the academic and professional environments in the education degree within two Catalan universities (UAB, UdG). The goal of this study is to analyse perceptions of faculty members, psychomotricity teachers and students about formative assessment in Project of Oriented Learning (POL) to facilitate the acquisition of psychomotor professional skills in pre-service education. This research has been developed in two obligatory subjects in two Spanish university degrees, with a sample of 170 students, 2 lecturers and 7 psychomotricity teachers. Both subjects have developed an assessment and learning activity called: documentation psychomotor session in groups, in POL format. This study is conceived within the interpretative approach, also called qualitative, naturalist or humanist. Two research techniques are used; a Likert scale questionnaire and two focus groups. Statistical analysis was carried out through arithmetic mean and the standard deviation. The qualitative analysis of the focus groups has been done using the categorical analysis. The resulting data and the conclusions reveal that students: a) are generally satisfied with the assessment and shared or co-assessment developed in the POL; b) this assessment has benefited their acquisition of professional skills; c) feedback allows students to be more aware of their process and their mistakes; and d) students, lecturers and teachers agree on the need to review the POL assessment instruments and assess them through rubrics.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125333605","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}

引用次数: 15

Evaluaciones Formativas en el Aula: Análisis Discursivo de la Actividad de Retroalimentación en la Práctica Supervisada de Psicólogos Educativos en Formación 课堂形成性评价:教育心理学家培训监督实践中反馈活动的论述分析

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.007

J. Ruiz, A. C. Martín, Patricia Bañuelos Lagunes

{"title":"Evaluaciones Formativas en el Aula: Análisis Discursivo de la Actividad de Retroalimentación en la Práctica Supervisada de Psicólogos Educativos en Formación","authors":"J. Ruiz, A. C. Martín, Patricia Bañuelos Lagunes","doi":"10.15366/RIEE2019.12.1.007","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.007","url":null,"abstract":"This is a discursive study of the formative assessments as feedback activities that take place as part of the Supervised Practice of undergraduate educational psychologists at a Mexican public university (UNAM). The formative practice of undergraduate psychologists has been recognized as very important, however there are few studies that show how are they evaluated as a formative practice at the classroom. Analyze the processes of interactional work involved in a feedback activity, when students become evaluators of competence or psycho-educational skills, in modalities of formative assessment such as (a) co-evaluation, (b) peer evaluation and (c) self-evaluation, is this work purpose. After the first psycho-educative session at the Gesell camera several classroom interactional extracts were analysed, where the participants (the teacher, an intern and undergraduates) evaluate the professional competence of an undergraduate student that work as the psychologist of a particular case. A discursive approach informed by the ethnometodology and the conversation analysis perspective orients the study in order to exam, turn by turn, the formative assessments of the undergraduate psychologists work and the public positions about her performance. The analysis results show the collective construction of the formative assessments of the supervised practice realised by a psychologist student. This psychologist together with a passant are in charge of the case and the rest of the students observe and participate in the assessment of the supervised practice. Through these collective discursive processes, all the participants have the opportunity to improve their professional performance. This results show the important contribution of this kind of analysis in order to describe and recognize the formative contribution of the supervised practices evaluated in real settings.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"95 19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116172759","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}

引用次数: 6

¿Evalúo cómo me Evaluaron en la Facultad? Transferencia de la Evaluación Formativa y Compartida Vivida durante la Formación Inicial del Profesorado a la Práctica como Docente 我在大学里是如何评估我的?将最初教师培训中经历的形成性和共享性评估转化为教师的实践

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.005

Miriam Molina, V. López-Pastor

{"title":"¿Evalúo cómo me Evaluaron en la Facultad? Transferencia de la Evaluación Formativa y Compartida Vivida durante la Formación Inicial del Profesorado a la Práctica como Docente","authors":"Miriam Molina, V. López-Pastor","doi":"10.15366/RIEE2019.12.1.005","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.005","url":null,"abstract":"This study analyses to which extent formative and shared assessment experiences received during their Physical Education Teacher Education (PETE) can influence to put into practice this type of systems in Physical Education teachers in Primary Education. A mixed methodology has been used, with a reduced sample. The data collection techniques are: closed questionnaire with Likert-type scale, semi-structured interviews and a focus group. In the first place, the questionnaire is applied to the whole sample, so that the results obtained help us to select a small sample for semi-structured interviews. The quantitative data are analyzed with the SPSS 20.0 program and the qualitative ones with the Atlas.ti. The results to indicate that there is some transference between the assessment systems lived in PTE and those that are later used later when they are Physical Education teachers in Primary; but it seems that the strongest influence is In-service Teacher Education, so it seems necessary to conduct more research in this regard. The physical education teachers of this study are convinced of the advantages of using formative and shared assessment systems in all educational areas, both for students and teachers.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125166292","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}

引用次数: 5

La Acción Evaluativa en Profesores de Educación Física: Una Investigación Multi-Casos 体育教师的评价行动:多案例研究

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.012

B. Fernández, J. Álvarez

{"title":"La Acción Evaluativa en Profesores de Educación Física: Una Investigación Multi-Casos","authors":"B. Fernández, J. Álvarez","doi":"10.15366/RIEE2019.12.1.012","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.012","url":null,"abstract":"The assessment action is assumed as all the activities carried out by the teacher in the interactive phase of teaching, focused on the assessment and reflect the practical thinking of teacher. Although it is understood that this assessment action constitutes a totality, analyzing each of the elements that makeup the assessment (moments, actors, instruments and contents) allows to identify the plots and relationships of a better way. The objective of this study was to analyze the assessment action during a didactic unit of a group of Physical Education teachers of middle and high school of Medellin (Colombia). The research was conducted through a qualitative design, specifically with a methodological approach of multiple case study. The information was collected through observation using audio and video recording of all class sessions of every teacher (a total of) and documentary analysis. Among the main findings are that the summative and accrediting tradition of the assessment strongly influences the assessment action of the teachers. This position is reflected in the collection of unsystematic information, the lack of specific instruments and criteria, especially, in the leading role in awarding the grade and how it permeates the entire assessment process.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125178023","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}

引用次数: 3

Evaluación de la Conducta Kinésica de los Estudiantes Universitarios de Educación Física 大学生体育运动行为的评价

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.006

A. Aranda, J. L. A. Herguedas, María del Rosario Romero Martín, Sonia Asún Dieste

引用次数: 0

Comparación del Grado de Satisfacción del Profesorado de Educación Física con la Formación Inicial y la Inserción Profesional 体育教师对初级培训和职业整合的满意度比较

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.009

Miriam Sonlleva Velasco, Suyapa Martínez Scott, Roberto Monjas Aguado

{"title":"Comparación del Grado de Satisfacción del Profesorado de Educación Física con la Formación Inicial y la Inserción Profesional","authors":"Miriam Sonlleva Velasco, Suyapa Martínez Scott, Roberto Monjas Aguado","doi":"10.15366/RIEE2019.12.1.009","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.009","url":null,"abstract":"La evaluacion de la satisfaccion de los docentes con la carrera realizada es uno de los parametros que permiten medir la calidad de la ensenanza y mejorar el acceso a la funcion docente. El presente estudio trata de analizar cual es la satisfaccion del profesorado de Educacion Fisica con la carrera realizada atendiendo a tres factores que son decisivos para el diagnostico: la valoracion de la formacion inicial recibida, el acceso al mundo laboral y las experiencias profesionales. Desde estos ejes evaluamos —con una metodologia mixta— las diferencias que existen entre la satisfaccion de hombres y mujeres y aquellas que nacen de las opiniones de egresados de Magisterio de Educacion Fisica y titulados de Ciencias de la Actividad Fisica y el Deporte. Los resultados muestran como la variable “sexo” nos lleva a concluir que no existen diferencias reveladoras entre la satisfaccion de hombres y mujeres con la carrera, a pesar de que las motivaciones y percepciones de cada colectivo presentan variaciones. Estas diferencias son mayores atendiendo a la variable “estudios”. Las competencias practicas en la formacion recibida, los problemas de acceso a la funcion docente y las sensaciones negativas percibidas en los primeros destinos son algunos de los aspectos que llevan a los maestros a sentirse menos satisfechos con la carrera. El estudio concluye con la necesidad de profundizar en las barreras que hombres y mujeres tienen en la profesion y conocer si las diferencias en la satisfaccion en funcion de los estudios aumentan con los anos de experiencia.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125299190","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}

引用次数: 4

Percepciones de Estudiantes Universitarios sobre una Evaluación Formativa en el Trabajo en Equipo 大学生对团队合作形成性评估的看法

Revista Iberoamericana de Evaluación Educativa Pub Date : 2019-04-24 DOI: 10.15366/RIEE2019.12.1.010

Sonia Asún Dieste, M. López, María del Rosario Romero Martín

{"title":"Percepciones de Estudiantes Universitarios sobre una Evaluación Formativa en el Trabajo en Equipo","authors":"Sonia Asún Dieste, M. López, María del Rosario Romero Martín","doi":"10.15366/RIEE2019.12.1.010","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.010","url":null,"abstract":"Teamwork is one of the most highly valued skills in future professionals who will be incorporated into the employment context. However, it is recognized how deficient it is in Higher Education. This article shows the students’ perceptions about a formative and shared assessment of the teamwork competence produced during the 2016-2017 and 2017-2018 years in the Faculty of Health and Sports Sciences at the University of Zaragoza. The aim was to improve the teamwork and explore students’ perceptions. After implementing a formative assessment we carried out a qualitative study in which we asked 120 students by semi-structured interviews. The results showed the effectiveness of formative and shared assessment to raise the levels of responsibility, the development of the teamwork and feeling of justice in the marks; but, it was also suggested the complexity inherent at interpersonal relationship skills during the team work, the need for greater teaching support in group conflicts, the creation of a negative climate for learning in particular group profiles and some inconsistencies in the negotiation of the marks.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123348409","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}

引用次数: 9