Autorregulación del aprendizaje y procesos de evaluación formativa en los trabajos en grupo
DOI:
https://doi.org/10.7203/relieve.26.1.17402Palabras clave:
Estudios universitarios, Criterio de evaluación, Trabajo en equipo, Autoevaluación
Resumen
El objetivo de este estudio fue diseñar e implementar un contexto de evaluación formativa sobre un trabajo en grupo basado en la autorregulación del aprendizaje a través de las prácticas beneficiosas que expone la literatura y los retos que se plantean de cara a la próxima década. Se llevó a cabo una investigación cuantitativa a través de dos cuestionarios que midieron la capacidad de autorregulación y la forma de trabajar en grupo, con 88 estudiantes del Grado en Ciencias de la Actividad Física y del Deporte. Los resultados muestran que la forma de trabajar en equipo reportada por los estudiantes no tuvo un impacto en la calificación obtenida en su trabajo. Por otro lado, una mayor capacidad de autorregulación en su estilo de aprendizaje y un mayor empleo de los criterios de evaluación resultaron significativos, alcanzando una calificación superior. No se encontraron diferencias en relación con la dimensión de evitación de la autorregulación. Se discuten las implicaciones teóricas y educativas.
Biografía del autor/a
Juan Fraile, Universidad Francisco de Vitoria
María Gil-Izquierdo, Universidad Autónoma de Madrid
David Zamorano-Sande, Universidad Politécnica de Madrid
Iván Sánchez-Iglesias, Universidad Complutense de Madrid
Citas
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