Pero… ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?Confusiones Habituales y Reflexiones Prácticas

  1. Hortigüela, David 1
  2. Pérez-Pueyo, Ángel
  3. González-Calvo, Gustavo
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Zeitschrift:
Revista Iberoamericana de Evaluación Educativa

ISSN: 1989-0397

Datum der Publikation: 2019

Titel der Ausgabe: Evaluación Formativa y Compartida en Educación

Ausgabe: 12

Nummer: 1

Seiten: 13-27

Art: Artikel

DOI: 10.15366/10.15366/RIEE2019.12.1.001 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Revista Iberoamericana de Evaluación Educativa

Ziele für nachhaltige Entwicklung

Zusammenfassung

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.

Bibliographische Referenzen

  • Alcaraz, N., Navas, M. y Solac, M. (2012). La voz del alumnado en los procesos de evaluación docente universitaria. Revista Iberoamericana de Evaluación Educativa, 5(2), 26-39.
  • Alonzo, A. (2018). An Argument for Formative Assessment with Science Learning Progressions. Applied Measurement in Education, 31(2), 104-112. https://doi.org/10.1080/08957347.2017.1408630
  • Ashgar, A. (2010). Reciprocal Peer Coaching and Its Use as a Formative Assessment Strategy for First-Year Students. Assessment & Evaluation in Higher Education, 35(4), 403-417.
  • Bakhtiar, A., Webster, E. A. y Hadwin, A. F. (2018). Regulation and Socio-Emotional Interactions in a Positive and a Negative Group Climate. Metacognition and Learning, 13(1), 57-90. https://doi.org/10.1007/s11409-017-9178-x
  • Barnes, M. E. y Brownell, S. E. (2016). Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution. CBE - Life Sciences Education, 15(1), 54-66.
  • Calkins, A. et al. (2018). Five Elements for Assessment Design and Use to Support Student Autonomy. Students at the Center: Deeper Learning Research Serie. Jobs for the Future, 25(1), 12-14.
  • Cano, E. (2008). La evaluación por competencias en la educación superior. Profesorado. Revista de Currículum y Formación de Profesorado, 12(3), 1-16.
  • Chiappe, A., Pinto, R. y Arias, V. (2016). Open Assessment of Learning: A Meta-Synthesis. International Review of Research in Open and Distributed Learning, 17(6), 44-61.
  • Craft, A. R. y Chappell, K. A. (2016). Possibility Thinking and Social Change in Primary Schools. Education, 44(4), 407-425. https://doi.org/10.1080/03004279.2014.961947
  • Delgado, V., Hortigüela, D., Ausín, V. y Abella, V. (2018). El Blog como Instrumento de Mejora para la Autorregulación del Aprendizaje del Estudiante Universitario. Estudios Pedagógicos, 44(2), 171-184.
  • Fraile, A., López-Pastor, V., Castejón, J. y Romero, R. (2013). La evaluación formativa en docencia universitaria y el rendimiento académico del alumnado. Aula Abierta, 41(2), 23-34.
  • Goh, A. (2013). The Significance of Social Relationships in Learning to Become a Vocational and Technical Education Teacher: A Case Study of Three Individuals. Studies in Continuing Education, 35(3), 366-378. https://doi.org/10.1080/0158037X.2013.770390
  • Grosas, A., Raju, S., Schuett, B., Chuck, J. y Millar, T. (2016). Determining if active learning through a formative assessment process translates to better performance in summative assessment. Studies in Higher Education, 41(9), 1595-161. https://doi.org/10.1080/03075079.2014.988704
  • Gutiérrez, C., Hortigüela, D., Peral, Z. y Pérez-Pueyo, A. (2018). Percepciones de Alumnos del Grado en Maestro en Educación Primaria con Mención en Educación Física sobre la Adquisición de Competencias. Estudios Pedagógicos, 44(2), 223-239.
  • Hortigüela, D. y Pérez-Pueyo, A. (2016). La evaluación entre iguales como herramienta para la mejora de la práctica docente. Revista Opción, 32(7), 865-879.
  • Hortigüela, D., Abella, V., Delgado, V. y Ausín, V. (2018). Valoración del aprendizaje obtenido en la formación inicial del profesorado en función del enfoque metodológico. Profesorado. Revista de Currículo y Formación del Profesorado, 22(2), 183-202.
  • Hortigüela, D., Palacios, A. y López-Pastor, V. M. (2018). The impact of formative and shared or coassessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education, 43(3), 1-14. https://doi.org/10.1080/02602938.2018.1530341
  • Hortigüela, D., Pérez-Pueyo, A. y Abella, V. (2015). ¿De qué manera se implica el alumnado en el aprendizaje? Análisis de su percepción en procesos de evaluación formativa. Revista de Investigación en Educación, 13(1), 88-104.
  • Hortigüela, D., Pérez Pueyo, A. y Abella, V. (2015). Perspectiva del alumnado sobre la evaluación tradicional y la evaluación formativa. Contraste de grupos en las mismas asignaturas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 35-48.
  • Hortigüela, D., Pérez-Pueyo, A. y Abella, V. (2015). ¿Cómo influye el sistema de evaluación en la percepción del alumnado? @TIC revista d’ innovació educativa, 14, 82-89. https://doi.org/10.7203/attic.14.4170.
  • Hortigüela, D., Pérez-Pueyo, A. y López-Pastor, V. M. (2015). Implicación y regulación del trabajo del alumnado en los sistemas de evaluación formativa en educación superior. RELIEVE, 21(1), 1-5. https://doi.org/10.7203/relieve.21.1.5171
  • Hortigüela, D., Fernández-Río, J., Castejón, J. y Pérez-Pueyo, A. (2017). Formative assessment, work regulation, organization, engagement, tracking and attendance in Spanish Universities. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 49-63. https://doi.org/10.6018/reifop.20.3.268681
  • Joughin, G., Dawson, P. y Boud, D. (2017). Improving Assessment Tasks through Addressing Our Unconscious Limits to Change. Assessment & Evaluation in Higher Education, 42(8), 1221-1232. https://doi.org/10.1080/02602938.2016.1257689
  • Keely, P. (2016). Formative Assessment Probes: Big and Small Seeds. Linking Formative Assessment Probes to the Scientific Practices. Science and Children, 53(9), 20-21.
  • Kimmelman, N. y Lang, J. (2018). Linkage within teacher education: cooperative learning of teachers and student teachers. European Journal of Teacher Education, 42(1), 52-64. https://doi.org/10.1080/02619768.2018.1547376
  • Klenowski, V., Askew, S. y Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Journal Assessment & Evaluation in Higher Education, 31(3), 267-286. https://doi.org/10.1080/02602930500352816
  • López-Lozano, L., Solís, E. y Azcárate, P. (2018). Evolution of Ideas about Assessment in Science: Incidence of a Formative Process. Research in Science Education, 48(5), 915-937. https://doi.org/10.1007/s11165-016-9591-1
  • López-Pastor, V. M. (2008). Desarrollando sistemas de evaluación formativa y compartida en la docencia universitaria. Análisis de resultados de su puesta en práctica en la formación inicial del profesorado. European Journal of Teacher Education, 31(3), 293-311. https://doi.org/10.1080/02619760802208452
  • López-Pastor, V. M. y Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97. https://doi.org/10.1080/02602938.2015.1083535
  • Lorente-Catalán, E. y Kirk, D. (2014). Making the Case for Democratic Assessment Practices within a Critical Pedagogy of Physical Education Teacher Education. European Physical Education Review, 20(1), 104-119. https://doi.org/10.1177/1356336X13496004
  • Mandouit, L. (2018). Using Student Feedback to Improve Teaching. Educational Action Research, 26(5), 755-769. https://doi.org/10.1080/09650792.2018.1426470
  • Mazzitelli, C. A. Guirado, A. y Laudadio, M. J. (2018). Estilos de Enseñanza y Representaciones sobre Evaluación y Aprendizaje. Revista Iberoamericana de Evaluación Educativa, 11(1), 57-72. https://doi.org/10.15366/riee2018.11.1.004
  • Meusen-Beekman, K. D., Joosten-ten Brinke, D. y Boshuizen, H. (2015). Developing Young Adolescents' Self-Regulation by Means of Formative Assessment: A Theoretical Perspective. Cogent Education, 2(1), 107-123. https://doi.org/10.1080/2331186X.2015.1071233
  • Navas, M., Salarirche, N. y Sola, M. (2017). Evaluación y Pruebas Estandarizadas: Una Reflexión sobre el Sentido, Utilidad y Efectos de estas Pruebas en el Campo Educativo. Revista Iberoamericana de Evaluación Educativa, 10(1), 51-67. https://doi.org/10.15366/riee2017.10.1.003
  • Purcell, B. M. (2014). Use of Formative Classroom Assessment Techniques in a Project Management Course. Journal of Case Studies in Accreditation and Assessment, 12(1), 13-22.
  • Sampaio, M. y Leite, C. (2017). From Curricular Justice to Educational Improvement: What Is the Role of Schools' Self-Evaluation? Improving Schools, 20(1), 62-75. https://doi.org/10.1177/1365480216688553
  • Serrano, R. (2010). Pensamientos del profesor: un acercamiento a las creencias y concepciones sobre el proceso de enseñanza-aprendizaje en la Educación Superior. Revista de Educación, 352, 267-287.
  • Shepard, L. A., Penuel, W. R. y Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21-34.
  • Siry, C. y Brendel, M. (2016). The Inseparable Role of Emotions in the Teaching and Learning of Primary School Science. Cultural Studies of Science Education, 11(3), 803-815. https://doi.org/10.1007/s11422-016-9781-1
  • Springett, J. (2017). Impact in Participatory Health Research: What Can We Learn from Research on Participatory Evaluation? Educational Action Research, 25(4), 560-574. https://doi.org/10.1080/09650792.2017.1342554
  • Subasi, M. y Tas, Y. (2016). The Role of Motivating Tasks and Personal Goal Orientations in Students' Coping Strategies in Science. Asia-Pacific Forum on Science Learning and Teaching, 17(2), 45-57.
  • Wang, W. (2017). Using Rubrics in Student Self-Assessment: Student Perceptions in the English as a Foreign Language Writing Context. Assessment & Evaluation in Higher Education, 42(8), 1280-1292. https://doi.org/10.1080/02602938.2016.1261993
  • Wanner, T. y Palmer, E. (2018). Formative Self- and Peer Assessment for Improved Student Learning: The Crucial Factors of Design, Teacher Participation and Feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047. https://doi.org/10.1080/02602938.2018.1427698
  • Wei, W. (2014). Using summative and formative assessments to evaluate EFL teachers’ teaching performance. Assessment & Evaluation in Higher Education, 40(4), 611-623. https://doi.org/ 10.1080/02602938.2014.939609
  • Wilkie, K. J. (2016). Using Challenging Tasks for Formative Assessment on Quadratic Functions with Senior Secondary Students. Australian Mathematics Teacher, 72(1), 30-40.