Incidencia de la evaluación y las metodologías docentes en el desarrollo de competencias genéricas

  1. Inciarte, Alicia 1
  2. García, Jesús Nicasio
  3. Sánchez, Edgardo R. 1
  4. Conde, Marcial E. 1
  5. V. Marín, Freddy 1
  6. S. Castillo, Judit 1
  7. García Martín, Judit
  1. 1 Universidad de la Costa
    info

    Universidad de la Costa

    Barranquilla, Colombia

    ROR https://ror.org/01v5nhr20

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2019

Issue Title: Psicología de la Educación y Saberes Originarios

Volume: 3

Issue: 1

Pages: 221-230

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V3.1475 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

This paper presents a research program that leads to study the impact of evaluation andactive teaching methodologies used and expected in university education, for the development of generic communicative skills in students of different careers. In a more general sense, it seeks to identify the perceived and expected use, by teachers and students, of the evaluation and active methodologies; collect successful cross-cutting strategies; describe and compare psychoeducational patterns and their role in the learning outcomes and generic communicative competences of  critical reading and textual construction, from which would come to configure training in comprehensive assessment of teaching and learning to be provided to teachers of the university so that they become mediators and promoters of generic communicative skills of critical reading and textual construction through the subjects -across disciplines- in the students. It is carried out at the Universidad de la Costa in Colombia and it is approached from two foci of study: detection of needs and implementation of transversal strategies. Psychoeducational patterns are used (self-efficacy, attributions, motivation, emotional intelligence ...); also the systematic review of international successful practices. The results are oriented to the implementation of strategies for the curricular innovation of the subjects and teacher improvement and of the academic and learning results; likewise, for the increase of pedagogical and didactic instructional and technological knowledge as a basis for decision making in the second phase of validation and testing of transversal strategies. “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 University of the Coast (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia) “

Bibliographic References

  • Arias-Gómez, D. H., Díaz-Flórez, O. C., Garzón-Barragán, I., León-Palencia, A. C., Rodríguez-Ávila, S. P., Valbuena-Ussa, E. O. (2018) Entre las exigencias de calidad y las condiciones de desigualdad: Formación inicial de profesores en Colombia. Bogotá: UPN
  • Barnet, R (2001). Los límites de la competencia. El conocimiento, la educación superior y la sociedad. Barcelona: Gedisa
  • CUC (2018). Autoinforme de Acreditación. Barranquilla: CUC
  • CUC-Departamento de Estadística (2017a). Informe de Resultados de las Pruebas en SaberPro de los estudiantes de la CUC. Barranquilla: CUC
  • CUC-Departamento de Estadística (2017b). Informe laboral de los estudiantes
  • Díaz-Flórez, O. C. (2018). Las competencias en la educación superior. Debates contemporáneos. Tesis Doctoral. Bogotá: UPN
  • Fragozo-Torres, Z. (2009). Estudio de causas e indicadores de la Deserción académica de los estudiantes, cohorte 2006 II - Periodos comprendidos entre 2007 II al 2012 II. Barranquilla: Universidad de la Costa.
  • Fragozo, Z. (2011) Causas e Indicadores de la Deserción Académica de los Estudiantes de la Corporación Universitaria de la Costa CUC Cohortes 2006 – II a 2011 – 1. Avance de Investigación. GIPIDES. Barranquilla: Universidad de la Costa
  • García-Martín, J., y García-Sánchez, J. N. (2013). Patterns of web 2.0 tool use among young Spanish people. Computers and Education, 67(3), 105-120. doi: 10.1016/j.compedu.2013.03.003
  • García-Martín, J., y García-Sánchez, J. N. (2015). Use of Facebook, Tuenti, Twitter and Myspace among young Spanish people. Behaviour & Information Technology, 34(7), 685-703. doi: 10.1080/0144929X.2014.993428
  • García-Martín, J., y García-Sánchez, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67. doi: 10.1016/j.compedu.2016.12.010
  • García-Martín, J., y García-Sánchez, J. N. (2018). The instructional effectiveness of two virtual approaches: processes and product. Journal of Psychodidactics, 23(2), 117-127. doi: 10.1016/j.psicod.2018.02.002
  • García-Martín, J., García, J. N., Inciarte, A. J., Marín, F. V., Sánchez, E. R. y Conde, M. E. (2019a). Sistemas de evaluación y etodologías docentes y su incidencia en las competencias genéricas (EMICOG – profesores). International Journal of Developmental and Educational Psychology, 31 (1)
  • García-Martín, J., García, J. N., Inciarte, A. J., Marín, F. V., Sánchez, E. R. y Conde, M. E. (2019b). Sistemas de evaluación y etodologías docentes y su incidencia en las competencias genéricas (EMICOG – estudiantes). International Journal of Developmental and Educational Psychology, 31 (1)
  • Klein, P. D., & Boscolo, P. (2016). Trends in Research on Writing as a Learning Activity. Journal of Writing Research, 7(3), 311-350. http://dx.doi.org/10.17239/jowr-2016.07.03.01
  • Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology, 9, 1-13. doi: 10.3389/fpsyg.2018.02434
  • Miller, D. M., Scott, C. E., & McTigue, E. M. (2016). Writing in the secondary-level disciplines: A systematic review of context, cognition and content. Educational Psychology Review, doi: 10.1007/s10648-016-9393-z
  • OCDE. (2016). Revisión de políticas nacionales de educación La educación en Colombia. Bogotá: Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1759/articles-356787_recurso_1.pdf
  • Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A Meta-analysis on the Relation between Fluid Intelligence and Reading/Mathematics: Effects of Tasks, Age, and Social Economics Status. Psychological Bulletin, 145(2),189-236. doi: 10.1037/bul0000182
  • Ravitch, D. (2013). Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. New York: Alfred A. Knopf.
  • Scott, C. E.; McTigue, E. M.; Miller, D. M. & Washburn, E. K. (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Teaching and Teacher Education 73, 1-13. https://doi.org/10.1016/j.tate.2018.03.010
  • Tamayo-Valencia, L. A., Niño-Zafra, L. S., Cardozo-Espitia, L. S., & Bejarano-Bejarano, O. (2018) ¿Hacia dónde va la evaluación? Aportes conceptuales para pensar y transformar las prácticasde evaluación. Bogotá: IDEP
  • USOE (2019). OSEP Ideas that Work. Office of Special Education Programs, U.S. Department of Education Recuperado de https://www.osepideasthatwork.org/
  • Uttl, B., White, C. A., & Wong Glez, D. (2017): Meta-analysis of facultys teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22-42. doi: 10.1016/j.stueduc.2016.08.007
  • van Ockenburg, L., Daphne van Weijen, D., & Gert Rijlaarsdam, G. (2019). Learning to Write Synthesis Texts: A Review of Intervention Studies. Journal of Writing Research, 401-428 doi: 10.17239/jowr-2019.10.03.01
  • Widlund, A, Tuominen, H. & Korhonen, J. (2018). Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year. Front. Psychol. 9:297. doi: 10.3389/fpsyg.2018.00297
  • Xie, C., Wang, M., & Hu, H. (2018). Effects of Constructivist and Transmission Instructional Models on Mathematics Achievement in Mainland China: A Meta-Analysis. Front. Psychol. 9:1923. doi:10.3389/fpsyg.2018.01923
  • Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019) Teachers’ Growth Mindset and Work Engagement in the Chinese Educational Context: Well-Being and Perseverance of Effort as Mediators. Front. Psychol. 10:839. doi: 10.3389/fpsyg.2019.00839
Data source: Dialnet