Revista Iberoamericana de Evaluación Educativa最新文献

{"title":"La Evaluación Educativa en el Currículo LOMCE en Primaria: Análisis de los Currículos Autonómicos en Educación Física","authors":"F. Otero-Saborido, Francisco Javier Vázquez-Ramos","doi":"10.15366/RIEE2019.12.1.003","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.003","url":null,"abstract":"Asssessment is one of the aspects that determines the entire teaching-learning process. Due to its ethical connotations it is a process that must be analyzed. Therefore, the general purpose of this work was to perform an analysis of the evaluation aspects in Physical Education comparing the 17 regional curricula that emanate from the state regulation prescribed in Royal Decree 126/2014. To this end, a documentary analysis was carried out as an instrument to obtain information on the 17 regional regulations that develop the evaluation aspects in Physical Education. After the circulation by a group of experts, a total of 12 variables were analyzed and analyzed. The results of the analysis show the tendency to elimination to the area objectives, the preponderant increase of criteria (M = 61.53) and, above all, of learning standards (M = 200.24) than the majority of curriculums sequencing by educational levels. Likewise, it is worth highlighting the almost nonexistence in most Autonomous Communities of guidelines for a more educational evaluation in the area of Physical Education.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"34 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":"115350682","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":"Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas","authors":"D. Hortigüela, Ángel Pérez-Pueyo, Gustavo González-Calvo","doi":"10.15366/RIEE2019.12.1.001","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.001","url":null,"abstract":"It is fundamental to reflect on the aims and possibilities of the use of formative and shared evaluation (FSA) in educational contexts. Although the literature about its effects on diversity of variables is abundant and tedious, it is not so much at the time of clarifying certain pedagogical errors in its implementation. This is necessary, even more so now, where its dissemination has been very high in recent years. The objectives of this study are two: a) to present the most common confusions when using FSA and b) to establish reflections and practical considerations for its proper use. The topics analyzed are: 1) formative assessment/continuous qualification; 2) the teacher as the only feedback agent; 3) no delimitation of the criteria in advance; 4) not allow previous deliveries; 5) not guarantee the jump to the qualification in a pedagogical way; 6) not to associate evaluation procedures with their respective instruments; 7) use the evaluation for purely academic purposes. It is intended that this manuscript may be of special interest and usefulness for all teachers interested in the field of evaluation, and as a consequence to improve their educational practice. It must be remembered that education is much more than assessment, but without it, its effects are more limiting.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"31 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":"127395338","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 Formativa y Compartida en la Formación Inicial del Profesorado de Educación Física: Resultados tras Cuatro Años de Implementación en una Universidad Pública Chilena","authors":"Francisco Gallardo-Fuentes, Bastian Carter-Thuillier, V. López-Pastor","doi":"10.15366/RIEE2019.12.1.008","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.008","url":null,"abstract":"La transicion desde un modelo de ensenanza tradicional a uno competencial ha supuesto un gran cambio de paradigma en la formacion universitaria chilena. Trabajar con el alumnado como centro del proceso de Ensenanza-Aprendizaje (E-A) obliga a replantear muchos elementos que intervienen en dichos procesos, especialmente la Evaluacion. El objetivo del estudio es conocer la percepcion del alumnado tras la aplicacion de sistemas de Evaluacion Formativa y Compartida en cuatro asignaturas de una universidad chilena. Se llevo a cabo bajo un enfoque cuantitativo en una muestra de 111 estudiantes de Formacion Inicial del Profesorado en Educacion Fisica, que participo de cuatro asignaturas que utilizaron sistemas de Evaluacion Formativa y Compartida durante cuatro anos seguidos. Son las siguientes: curso 2014, asignatura “practicum” (Edad 24.1 ± 1.8); curso 2015, asignatura “Actividad Fisica y Salud para Grupos Especiales” (Edad 22 ± 2.2); curso 2016, asignatura “Gasto Energetico y Antropometria” (Edad 23 ± 1.9); y, curso 2017, asignatura “Gasto Energetico y Antropometria” (Edad 23.2 ± 2.1). Los principales resultados muestran altas valoraciones a los items correspondientes a “ventajas del sistema de evaluacion” y bajas valoraciones a los items que se presentan como reales inconvenientes de un sistema de evaluacion. Se pudo apreciar una alta valoracion a los sistemas de evaluacion utilizados, asi como la presencia de elementos de Evaluacion Formativa y Compartida en la Formacion Inicial del Profesorado de la universidad en la que se realizo el estudio.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"41 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":"129533762","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 Formativa y Compartida en la Formación Inicial del Profesorado de Educación Física: Resultados tras Cuatro Años de Implementación en una Universidad Pública Chilena","authors":"F. Fuentes, Bastian Carter Thuillier, V. Pastor","doi":"10.15366/10.15366/riee2019.12.1.008","DOIUrl":"https://doi.org/10.15366/10.15366/riee2019.12.1.008","url":null,"abstract":"espanolLa transicion desde un modelo de ensenanza tradicional a uno competencial ha supuesto un gran cambio de paradigma en la formacion universitaria chilena. Trabajar con el alumnado como centro del proceso de Ensenanza-Aprendizaje (E-A) obliga a replantear muchos elementos que intervienen en dichos procesos, especialmente la Evaluacion. El objetivo del estudio es conocer la percepcion del alumnado tras la aplicacion de sistemas de Evaluacion Formativa y Compartida en cuatro asignaturas de una universidad chilena. Se llevo a cabo bajo un enfoque cuantitativo en una muestra de 111 estudiantes de Formacion Inicial del Profesorado en Educacion Fisica, que participo de cuatro asignaturas que utilizaron sistemas de Evaluacion Formativa y Compartida durante cuatro anos seguidos. Son las siguientes: curso 2014, asignatura “practicum” (Edad 24.1 ± 1.8); curso 2015, asignatura “Actividad Fisica y Salud para Grupos Especiales” (Edad 22 ± 2.2); curso 2016, asignatura “Gasto Energetico y Antropometria” (Edad 23 ± 1.9); y, curso 2017, asignatura “Gasto Energetico y Antropometria” (Edad 23.2 ± 2.1). Los principales resultados muestran altas valoraciones a los items correspondientes a “ventajas del sistema de evaluacion” y bajas valoraciones a los items que se presentan como reales inconvenientes de un sistema de evaluacion. Se pudo apreciar una alta valoracion a los sistemas de evaluacion utilizados, asi como la presencia de elementos de Evaluacion Formativa y Compartida en la Formacion Inicial del Profesorado de la universidad en la que se realizo el estudio. EnglishThe transition from a traditional model to a competency model has meant a great paradigm shift in Chilean university education. Replace the teaching staff with the students at the center of the Teaching-Learning (E-A) process forces us to rethink many elements that intervene in such processes, including assessment. The objective of the study is to know the perception of the students after the application of Formative and shared Assessment in four subjects from a Chilean university. It was carried out under a quantitative approach in a sample of 111 students (23.2 ± 2.1), the sample corresponded to students of Initial Teacher Training in Physical 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 T","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"1 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":"121033130","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":"Proyecto de Innovación Docente: La Evaluación Formativa y Compartida en Educación. Resultados de Transferencia de Conocimiento entre Universidad y Escuela","authors":"Cristina Pascual-Arias, V. López-Pastor, C. Galán","doi":"10.15366/RIEE2019.12.1.002","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.002","url":null,"abstract":"In this work we present the development of the Teaching Innovation Project (TIP) \"The Formative and shared assessment in education. Transfer of knowledge between University and School \", developed at the University of Valladolid, specifically in the Faculty of Education of Segovia. We have developed a case study analyzing the double way of knowledge transfer: from the university to the school and from the school to the university. To this end, two lines of intervention have been organized: (a) the development of Tutored Learning Projects, internship periods, Final Degree Projects, Master's Thesis and Doctoral Theses; (b) the development of an inter-classroom seminar on Formative and Shared Evaluation, as a permanent training activity for teachers in all stages of education, from early childhood education to university. We have obtained as a result advantages, disadvantages and proposals for improvement for later courses from the point of view of student learning, teacher teaching and the teaching and learning process itself.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"35 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":"129022126","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":"Evaluaciones Formativas en el Aula: Análisis Discursivo de la Actividad de Retroalimentación en la Práctica Supervisada de Psicólogos Educativos en Formación","authors":"Jorge Alberto Moreno Ruiz, Antonia Candela Martín, Patricia Bañuelos Lagunes","doi":"10.15366/10.15366/riee2019.12.1.007","DOIUrl":"https://doi.org/10.15366/10.15366/riee2019.12.1.007","url":null,"abstract":"","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"32 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":"132844512","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":"Percepción de Egresados y Profesorado sobre la Implicación del Alumnado en la Evaluación y la Calificación en Educación Superior","authors":"Laura Cañadas, M. L. Santos-Pastor, F. Castejón","doi":"10.15366/RIEE2019.12.1.011","DOIUrl":"https://doi.org/10.15366/RIEE2019.12.1.011","url":null,"abstract":"La evaluacion es uno de los elementos metodologicos mas importantes en la ensenanza universitaria. Tras las reformas del Espacio Europeo de Educacion Superior, la evaluacion debe adquirir un caracter formativo para dar respuesta a las nuevas demandas. Por ello, para conocer si estos cambios estan teniendo lugar, esta investigacion busca: (a) conocer la percepcion de egresados y profesorado respecto a los instrumentos de evaluacion utilizados y la implicacion del alumnado en su calificacion; (b) valorar si existen diferencias entre la percepcion de egresados y profesorado en estos temas; y (c) conocer si aquellos que perciben una mayor participacion en los procesos de calificacion tambien perciben una utilizacion de instrumentos de evaluacion mas variada. Participaron 491 egresados y 344 docentes de 20 Facultades de Educacion y de Ciencias de la Actividad Fisica y el Deporte. Los resultados muestran que, los egresados consideran que se utilizan en mayor medida una variedad de instrumentos de evaluacion que el profesorado, siendo unicamente en los examenes orales, los examenes dejando disponer de documentos y los ensayos donde no aparecen diferencias estadisticamente significativas entre ambos grupos; y (b) los egresados presentan una relacion positiva entre la utilizacion de las formas de calificacion participativas y la utilizacion de la mayoria de los instrumentos de evaluacion, mientras que el profesorado relaciona estas formas de calificacion inversamente con la utilizacion de examenes.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"15 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":"126627911","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":"Características Personales y Práctica Docente de Profesores Universitarios y su Relación con la Evaluación del Desempeño","authors":"José Osvaldo Galván Salinas, Gabriela María Farías Martínez","doi":"10.15366/riee2018.11.2.001","DOIUrl":"https://doi.org/10.15366/riee2018.11.2.001","url":null,"abstract":"","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121104152","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":"Impacto de la Ayuda Financiera en la Persistencia: el Caso de la Universidad de Chile","authors":"Macarena Alarcón Valenzuela, María Verónica Santelices, Catherine L. Horn, Pablo González Soto","doi":"10.15366/riee2018.11.2.006","DOIUrl":"https://doi.org/10.15366/riee2018.11.2.006","url":null,"abstract":"","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121210815","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":"Diseño y Validación de una Rúbrica para Valorar la Resolución de Casos Prácticos Relativos a Derechos Humanos","authors":"Carla Cubillos-Veja, Magdalena Ferrán-Aranaz","doi":"10.15366/RIEE2018.11.2.002","DOIUrl":"https://doi.org/10.15366/RIEE2018.11.2.002","url":null,"abstract":"La valoracion del aprendizaje de los derechos humanos presenta una gran dificultad por la indefinicion de las dimensiones que comprende; asi mismo, porque se confrontan la subjetividad inherente a las actitudes y desempenos en los cuales se manifiesta dicho aprendizaje y la objetividad que requiere una evaluacion. Para valorar estos aspectos, la rubrica puede ser una herramienta idonea. Este trabajo tiene el objetivo de presentar una rubrica util para evaluar las respuestas en la resolucion de casos practicos relativos a cuestiones relacionadas con derechos humanos, describiendo su proceso de diseno y validacion. Mediante la tecnica de vinetas con casos, la rubrica se ha aplicado para evaluar las respuestas del alumnado. Se ha podido valorar de manera objetiva aspectos subjetivos en las respuestas, tales como el compromiso con los valores de los derechos humanos y el ejercicio del pensamiento critico, que a su vez evidencian la comprension adecuada de los aspectos teoricos. Se ha obtenido un instrumento apropiado para evaluar objetivamente las respuestas abiertas sobre el aprendizaje en el campo de los derechos humanos.Palabras clave: Educacion en derechos humanos; Rubrica; Educacion superior; Evaluacion; Indicadores educativos; Compromiso; Pensamiento critico. Design and Validation of a Rubric to Assess the Resolution of Practical Cases on Human RightsThe assessment of human rights learning face a large difficulty due to the lack of definition of its dimensions; likewise, because are confronted both, the inherent subjectivity of attitudes and the performances in which is manifested this learning, and the objectivity that their evaluation requires. To assess these subjects, the rubric can be a suitable tool. This work describes the process of design and validation of a useful rubric to evaluate the answers in the resolution of practical cases on human rights issues. Using the case vignettes method, the rubric has been applied to evaluate student responses. It has been possible to value objectively subjective aspects such as commitment to the values of human rights and critical thinking related to them, which also demonstrate an adequate understanding of the theoretical aspects. An appropriate instrument has been obtained to objectively assess open answers about ethical learning in the field of human rights.Keywords: Human rights education; Rubric; Higher education; Assessment; Educational indicators; Commitment; Critical thinking.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125643896","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}