Development of basic competences of students in Higher Education through Learning Oriented e-Assessment
DOI:
https://doi.org/10.7203/relieve.19.1.2457Keywords:
Learning Oriented Assessment, e-Assessment, basic competences, Higher Education
Abstract
Learning Oriented e-Assessment (e-LOA) is an ICT mediated learning process. It promotes the development of competences that are relevant to both students’ academic present and professional future. In this quasi-experimental research a pretest-posttest design with experimental and control groups is implemented. We believe that the actions of e-LOA favors further development of competences. The results show that in the experimental groups there is an improvement on the level of competence. Significant differences have been found between the pretest and posttest. In addition, there is a consistency between the competences that have improved and those considered in the literature (creativity, problem solving ...).
Author Biographies
Miguel-Ángel Gómez-Ruiz, University of Cadiz
Gregorio Rodríguez-Gómez, University of Cadiz
Mª Soledad Ibarra-Sáiz, University of Cadiz
References
Baartman, L. y Ruijs, L. (2011): Comparing students' perceived and actual competence in higher vocational education. Assessment & Evaluation in Higher Education, 36(4), 385-398.
http://dx.doi.org/10.1080/02602938.2011.553274
Barootchi, N. y Keshavarz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
http://dx.doi.org/10.1080/00131880210135313
Bordas, M.I. y Cabrera, F.A. (2001). Estrategias de evaluación de los aprendizajes centrados en el proceso. Revista Española de Pedagogía, 218, 25-48.
Boud, D. (1991). Implementing students self-assessment. Campbelltown: Higher Education Research and Development Society of Australia Incorporated.
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
http://dx.doi.org/10.1080/713695728
Boud, D. y Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.
http://dx.doi.org/10.1080/02602930600679050
Boud, B. & Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council. Recuperado el 10 de septiembre de 2011, de http://www.iml.uts.edu.au/assessment-futures/Assessment-2020_propositions_final.pdf.
Cabero Almenara, J. y Román Graván, P. (Coord.) (2006). E-Actividades. Un referente básico para la formación en Internet. Sevilla: Editorial MAD.
Carless, D. (2003). Learning-oriented assessment. Paper presented at the Evaluation and Assessment Conference, University of South Australia, Adelaide, 25 de noviembre de 2003.
Carless, D. Joughin, G. y Liu, N.F. and associates (2006). How assessment supports learning: learning-oriented assessment in action. Hong Kong: Hong Kong University Press.
http://dx.doi.org/10.5790/hongkong/9789622098237.001.0001
Carless, D., Joughin, G. y Mok, M.M.C. (2006). Learning-oriented assessment: principles and practice. Assessment & Evaluation in Higher Education, 31(4), 395-398.
http://dx.doi.org/10.1080/02602930600679043
Carless, D., Salter, D., Yang, M., y Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
http://dx.doi.org/10.1080/03075071003642449
Gibbs, G. (1981). Teaching students to learn: a students-centred approach. Philadelphia: Open University Press.
Gil Flores, J., Álvarez Rojo, V., García Jiménez, E. y Romero Rodríguez, S. (2004). La Enseñanza Universitaria. Planificación y Desarrollo de la Docencia. Madrid: EOS Universitaria.
Gómez Ruiz, M.A., Gallego Noche, B., Ibarra Sáiz, M.S. y Rodríguez Gómez, G. (2010). DiagWeb: Una experiencia de enseñanza basada en proyectos tutorados en Educación Superior mediante una WebQuest alojada en Moodle. RED. Revista de Educación a Distancia, 24. Recuperado el 16 de julio de 2011, de http://www.um.es/ead/red/24/Gomez_Gallego.pdf.
Gómez Ruiz, M.A., Rodríguez Gómez, G. e Ibarra Sáiz, M.S. (en prensa). COMPES: Autoinforme sobre las competencias básicas relacionadas con la evaluación de los estudiantes universitarios. Estudios sobre Educación.
González, J. y Wagenaar, R. (coord.) (2003). Tuning Educational Structures in Europe. Final Report Phase One. Bilbao: Universidad de Deusto.
Gulikers, J., Bastiaens, T., y Kirschner, P. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-85.
http://dx.doi.org/10.1007/BF02504676
Ibarra Sáiz, M.S. (Coord.) (2007). Proyecto SISTEVAL: Recursos para el establecimiento de un sistema de evaluación del aprendizaje universitario basado en criterios, normas y procedimientos públicos y coherentes. Cádiz: Servicio de Publicaciones de la Universidad de Cádiz. Recuperado el 16 de septiembre de 2011, de: http://minerva.uca.es/publicaciones/asp/docs/obrasDigitalizadas/sisteval/sisteval.html
Ibarra Sáiz, M.S., Rodríguez Gómez, G. y Gómez Ruiz, M.A. (2010). La planificación basada en competencias en los másteres oficiales: Un reto para el profesorado universitario. RELIEVE, 16(1). Recuperado el 12 de julio de 2011, de: http://www.uv.es/RELIEVE/v16n1/RELIEVEv16n1_6.htm.
Ibarra Sáiz, M.S., Rodríguez Gómez, G. y Gómez Ruiz, M.A. (2012). La evaluación entre iguales: Beneficios y estrategias para su práctica en la universidad. Revista de Educación, 359, 206-231 Recuperado el 15 de septiembre de 2012, de: www.educacion.gob.es/dctm/revista-de-educacion/articulosre359/re35911.pdf. DOI: 10.4438/1988-592X-RE-2011-359-092.
JISC (2007). Effective Practice with e-Assessment. An overview of technologies, policies and practice in further and higher education. Recuperado el 10 de marzo de 2011, de: http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceassess.pdf.
JQI (Joint Quality Initiative) (2004). Shared 'Dublin' descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. Recuperado el 12 de abril de 2013, de: http://www.eua.be/typo3conf/ext/bzb_securelink/pushFile.php?cuid=2556&file=fileadmin/user_upload/files/EUA1_documents/dublin_descriptors.pdf.
Moreno Ger, P., Fuentes Fernández, R., Sierra, J.L., Fernández Manjón, B. (2009). Model-checking for Adventure Videogames. Information and Software Technology, 51(3), 564-580. Recuperado el 10 de septiembre de 2011, de http://www.e-ucm.es/drafts/e-UCM_draft_106.pdf.
http://dx.doi.org/10.1016/j.infsof.2008.08.003
Nicol, D. y MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 198-218.
http://dx.doi.org/10.1080/03075070600572090
Olmos Migueláñez, S. y Rodríguez Conde, M.J. (2011). El profesorado universitario ante la e-evaluación del aprendizaje. ESE. Estudios sobre educación, 20, 181-202.
Padilla Carmona, M.T. Y Gil Flores, J. (2008). La evaluación orientada al aprendizaje en la Educación Superior: condiciones y estrategias para su aplicación en la docencia universitaria. Revista Española de Pedagogía, 241, 467-486.
Pozo Municio, J.I. y Monereo Font, C. (2002). El aprendizaje estratégico. Ense-ar a aprender desde el currículo. Madrid: Aula XXI. Santillana.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Recuperado el 10 de junio de 2011, de http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
http://dx.doi.org/10.1108/10748120110424816
Rodríguez Gómez, G. (Dir.) (2009). EvalHIDA: Evaluación de Competencias con Herramientas de Interacción Dialógica Asíncronas (foros, blogs y wikis). Cádiz: Servicio de Publicaciones de la Universidad de Cádiz. Recuperado el 15 de septiembre de 2011, de http://www.tecn.upf.es/~daviniah/evalhida.pdf.
Rodríguez Gómez, G. e Ibarra Sáiz, M.S (Eds.) (2011). e-Evaluación orientada al e-Aprendizaje estratégico en la Universidad. Madrid: Narcea.
Rodríguez Gómez, G., Ibarra Sáiz, M.S. y Gómez Ruiz, M.A. (2011). e-Autoevaluación en la universidad. Un reto para profesores y estudiantes. Revista de Educación, 356, 401-430. Recuperado el 10 de junio de 2012, de: http://www.revistaeducacion.educacion.es/re356/re356_17.pdf. DOI: 10-4438/1988-592X-RE-2010-356-045.
Rodríguez Gómez, G., Ibarra Sáiz, M.S., Dodero Beardo, J.M., Gómez Ruiz, M.A., Gallego Noche, B., Cabeza Sánchez, D., Quesada Serra, V. y Martínez del Val, A. (2009). Developing the e-Learning-oriented e-Asessment. En A. Méndez Vilas, A. Solano Martín, J. Mesa González y J.A. Mesa González (Eds.), Research, Reflections and innovations in Integrating ICT in Education, vol. 2 (pp.515-519). Lisboa: Formatex.
Rué Domingo, J. (2008). Formar en competencias en la universidad: entre la relevancia y la banalidad. Red U. Revista de Docencia Universitaria, numero monográfico 1 "Formación centrada en competencias". Recuperado el 01 de septiembre de 2011, de http://www.um.es/ead/Red_U/m1/rue.pdf.
Segers, M. y Dochy, F. (2001). New assessment forms in problem-based learning: the value-added of the students' perspective. Studies in Higher Education, 26(3), 327-343.
http://dx.doi.org/10.1080/03075070120076291
Sivan, A. (2000). The implementation of peer assessment: an action research approach. Assessment in Education, 7(2), 193-213.
http://dx.doi.org/10.1080/713613328
Stefani, L.A.J. (1994). Peer, self and tutor assessment: relative reliabilities. Assessment and Evaluation in Higher Education, 19(1), 69-75.
Sundström, A. (2006). Beliefs about perceived competente. A literatura review (EM 55). Suecia: Universidad de Umea. Recuperado el 10 de octubre de 2011, de: http://www.edusci.umu.se/digitalAssets/59/59536_em-nr-55.pdf.
Van Dinther, M., Dochy, F. y Segers, M. (2011). Factors affecting students' self-efficacy in higher education. Educational Research Review, 6, 95-108.
http://dx.doi.org/10.1016/j.edurev.2010.10.003
Zimmerman, B.J. (2002). Becoming a Self-regulated Learner: an Overview. Theory into Practice, 41(2), 64-70.
Downloads
Published
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.
Language
Information