Evaluación del aprendizaje desde los estudiantes en una institución de educación superior
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Ante los notables cambios en el aprendizaje universitario durante la pandemia de COVID-19, esta investigación se propuso explorar la percepción de los estudiantes sobre el proceso de evaluación de los aprendizajes. Se implementó una encuesta de alcance exploratorio descriptivo cuyos datos fueron analizados mediante el programa SPSS, incluyendo dos ecuaciones para evaluar la fiabilidad del instrumento. La mayoría de los encuestados son mujeres, con aproximadamente la mitad en el rango de edades de 21 a 24 años. Los participantes resaltaron que durante el proceso de evaluación se consideran sus actitudes, capacidades y habilidades, destacando la importancia de la retroalimentación proporcionada por los docentes. En conclusión, se subraya que una evaluación efectiva, acompañada de una retroalimentación de calidad, puede reflejar precisamente el proceso de aprendizaje de los estudiantes. Sorprendentemente, los participantes no perciben que la evaluación sea un indicador fiel de su proceso de aprendizaje. Estos resultados enfatizan la necesidad de una retroalimentación significativa para optimizar la utilidad de la evaluación en el desarrollo académico de los estudiantes en el actual escenario educativo.
Given the remarkable changes in university learning during the COVID-19 pandemic, this research set out to explore students' perceptions of the learning assessment process. A survey of descriptive exploratory scope was implemented whose data were analyzed using the SPSS program, including two equations to assess the reliability of the instrument. The majority of respondents were female, with approximately half in the 21-24 age range. Participants highlighted that during the evaluation process their attitudes, abilities and skills are considered, emphasizing the importance of the feedback provided by teachers. In conclusion, it is emphasized that effective evaluation, accompanied by quality feedback, can accurately reflect the students' learning process. Surprisingly, participants do not perceive assessment to be a true indicator of their learning process. These results emphasize the need for meaningful feedback to optimize the usefulness of assessment in students' academic development in the current educational setting.
Given the remarkable changes in university learning during the COVID-19 pandemic, this research set out to explore students' perceptions of the learning assessment process. A survey of descriptive exploratory scope was implemented whose data were analyzed using the SPSS program, including two equations to assess the reliability of the instrument. The majority of respondents were female, with approximately half in the 21-24 age range. Participants highlighted that during the evaluation process their attitudes, abilities and skills are considered, emphasizing the importance of the feedback provided by teachers. In conclusion, it is emphasized that effective evaluation, accompanied by quality feedback, can accurately reflect the students' learning process. Surprisingly, participants do not perceive assessment to be a true indicator of their learning process. These results emphasize the need for meaningful feedback to optimize the usefulness of assessment in students' academic development in the current educational setting.
Description
Vol. 8, No. 32