Autoevaluación del estudiante: ¿qué hemos aprendido y cuáles son los desafíos?

Autores/as

  • Maddalena Taras University of Sunderland

DOI:

https://doi.org/10.7203/relieve.21.1.6394

Palabras clave:

evaluación, auto-evaluación

Resumen

Este artículo examina los principales temas que han sido una preocupación constante para los investigadores en el tema de la auto-evaluación de los alumnos en el mundo de habla inglesa. Estos incluyen si los estudiantes deben calificar su propio trabajo y si lo hacen adecuadamente, si hay bastantes precisión en la calificación y si la autoevaluación les empodera. Presentamos estos temas dentro de su contexto histórico, el análisis incluye los contextos y las creencias que motivaron su desarrollo. Los datos demuestran que la poca aceptación de autoevaluación está en contra de la investigación sobre la teoría y la práctica, la cual pone de relieve su importancia para apoyar el aprendizaje de los estudiantes y para posibilitar a los tutores un curriculum coherente y consistente con las normas y objetivos.  Mediante el examen de las definiciones es posible deshacer los prejuicios sobre el proceso y las cualidades de auto-evaluación de los alumnos y hacer la pregunta - ¿son nuestros procedimientos aptos para el siglo 21? Por último, mediante la presentación de la comprensión de las topologías y categorías de procesos de autoevaluación de los estudiantes tanto en la enseñanza obligatoria como en la educación superior, es posible proponer las opciones puestas a disposición por la investigación para permitir la integración de la auto-evaluación de los alumnos en nuestras aulas

Biografía del autor/a

Maddalena Taras, University of Sunderland

Senior Lecturer. PhD Assessment: theorising practice or practising theory?, MA Applied Linguistics, Certificate in Education. Su dirección postal es: Faculty of Education and Society. University of Sunderland. Forster Building. Chester Road. Sunderland SR1 3SD

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Publicado

2015-06-16

Número

Sección

Monográfico