La autoevaluación sumativa en la enseñanza superior: implicaciones de su inclusión en la nota final
DOI:
https://doi.org/10.25115/ejrep.v10i27.1528Palabras clave:
Educación, Aprendizaje, Autoevaluación, Universidad, Psicología de la Educación.Resumen
Introducción. Se presenta un estudio que tiene por objetivo comprobar la validez de la autoevaluación sumativa criterial en la enseñanza superior y, de forma particular, si en dicha validez influye el que la autoevaluación sea considerada para elaborar la nota final.
Método. Participaron en la investigación 122 alumnos de primer curso del grado de Educación Infantil de la Universidad de Cádiz (España) pertenecientes a dos grupos diferentes, cada uno de los cuales cursaba, en el mismo periodo semestral, una asignatura distinta. La diferencia relevante entre ambos grupos era que en una de las asignaturas se incluía la autoevaluación entre los procedimientos de evaluación y se le asignaba un peso del 5% sobre la nota final; en la otra asignatura, toda la nota era asignada por el profesor. Al concluir el período lectivo, los participantes completaron un cuestionario de autoevaluación de competencias, resultados de aprendizaje y contenidos, y se asignaron una calificación. Sus respuestas fueron comparadas con la nota asignada por el profesor, y se entrevistó a los 10 alumnos cuyas autocalificaciones mostraron mayor divergencia.
Resultados. En ambos grupos, el alumnado tendía a sobreestimar sus resultados respecto a las calificaciones asignadas por el profesor, incrementándose la diferencia de forma significativa en los alumnos con peor calificación y en el grupo cuya autocalificación influía en la nota final. En este grupo, de hecho, la calificación por el profesor y la autocalificación no guardaron ninguna relación.
Discusión. Cuando la autoevaluación no influye en la nota, el alumnado se evalúa de una manera muy similar a como lo hace el profesor, pero cuando la autoevaluación influye en la nota, la discrepancia se incrementa, notablemente, tanto por exceso como por defecto. Los principales motivos que se encuentran para ello son el deseo de obtener la máxima calificación posible y la presión añadida de tener que calificarse a uno mismo. Se analizan las implicaciones de cara a la aplicación de la autoevaluación en la enseñanza superior.
Descargas
Citas
Álvarez, I.M. (2009). Evaluar para contribuir a la autorregulación del aprendizaje. Electronic Journal of Research in Educational Psychology, 7(3), 1007-1030.
Andrade, H. y Boulay, B. (2003). Gender and the role of rubric-referenced self-assessment in learning to write, Journal of Educational Research, 97(1), 21–34.
Andrade, H. y Du, Y. (2007). Student responses to criteria referenced self-assessment. Assessment and Evaluation in Higher Education, 32(2), 159-181.
Barber, L.W. (1997). Autoevaluación. En J. Millman y L. Darling-Hammond, Manual para la evaluación del profesorado. Madrid: Editorial La Muralla.
Black, P. y William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–74.
Boud, D. (1989). The role of self assessment in student grading. Assessment & Evaluation in Higher Education, 14(1), 20–30.
Boud, D. y Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529–549.
Boud, D.J. (1986). Implementing Student Self-Assessment. Sydney: Higher Education Research and Development Society of Australia.
Brew, A. (1999). Towards autonomous assessment: using self-assessment and peer assessment. En S. Brown y A. Glasner (Eds), Assessment matters in higher education (pp. 159-171). Buckingham: SRHE y Open University Press.
Butcher, A.C. y Stefani, L.J. (1995). Analysis of peer, self- and staff-assessment in group Project work, Assessment in Education, 2(2), 165–186.
Cassidy, S. (2007). Assessing ‘inexperienced’ students’ ability to self-assess: Exploring links with learning style and academic personal control. Assessment and Evaluation in Higher Education, 32(3), 313–330.
Dearing, R. (1997). Higher Education in the Learning Society. Londres: HMSO.
Dochy, F. y McDowell, L. (1997) Introduction: assessment as a tool for learning. Studies in Educational Evaluation, 23(4), 279–298.
Dochy, F., Segers, M. y Sluijsmans, D.M.A. (1999). The use of self-, peer and coassessment in higher education: A review. Studies in Educational Evaluation, 24(3), 331–50.
Dweck, C., Davidson, W., Nelson, S. y Enna, B. (1978). Sex differences in learned helplessness: 2. Contingencies of evaluative feedback in the classroom and 3. An experimental analysis. Developmental Psychology, 14(3), 268–276.
Ecclestone, K. y Swann, J. (1999). Litigation and learning tensions in improving university lecturers ’assessment practice, Assessment in Education: Principles, Policy and Practice, 6(3), 377–389.
Eissa, M.A. (2007). La eficacia de un programa basado en el desarrollo de estrategias de autorregulación de la escritura en estudiantes de educación secundaria con dificultades de escritura. Electronic Journal of Research in Educational Psychology, 7(1), 5-24.
Eva, K.W., Cunnington, J.P.W., Reiter, H.I., Keane, D.R. y Norman, G.R. (2004). How can I know what I don’t know? Poor self assessment in a well-defined domain. Advances in Health Sciences Education, 9(3), 211–224.
Falchikov, N. (1997, septiembre). Why do lecturers involve students in assessment? Ponencia en la 2nd Northumbria Assessment Conference, Encouraging Partnership in Assessing Learning. University of Northumbria at Newcastle.
Falchikov, N. (2005). Improving assessment through student involvement. Abingdon, Oxon: RoutledgeFalmer.
Falchikov, N. (2005). Improving assessment through student involvement: Practical Solutions for aiding learning in higher and further education. Londres: Routledge.
Falchikov, N. y Boud, D. (1989). Student self-assessment in higher education: a meta-analysis. Review of Educational Research, 59(4), 395–430.
Fitzgerald, J.T., White, C.B. y Gruppen, L.D. (2003). A longitudinal study of self-assessment accuracy. Medical Education, 37(7), 645–649.
Garcia, J.A. y Floyd, C.E. (1999). Using single system design for student self-assessment: a method for enhancing practice and integrating curriculum. Journal of Social Work Education, 35(3), 451–461.
Gibbs, G. (1995). Assessing student centred courses. Oxford: Oxford Centre for Staff Development.
Goodrich, H. (1996). Student self-assessment: at the intersection of metacognition and authentic assessment. Tesis de Doctorado, Harvard University.
Gregory, K., Cameron, C. y Davies, A. (2000). Self-assessment and goal-setting. Merville: Connection Publishing.
Gruppen, L., Garcia, J., Grum, C., Fitzgerald, J., White, C., Dicken, L., Sisson, J. y Zweifler, A. (1997). Medical students’ self-assessment accuracy in communication skills, Academic Medicine, 72(10), S57–59.
Hafner, J. y Hafner, P. (2003) Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509–1528.
Hanrahan, S.J. y Isaacs, G. (2001). Assessing self- and peer-assessment: the students’ views, Higher Educational Research and Development, 20(1), 53–70.
Kraayenoord, C.E.V. y Paris, S.G. (1997=. Australian students’ self-appraisal of their work samples and academic progress. Elementary School Journal, 97(5), 523–537.
Lew, M.D.N. y Schmidt, H.G. (2006). Reflection upon learning between theory and practice: A focus-group study of tutors’ and students’ perceptions. Rotterdam: Erasmus University Rotterdam.
Lew, M.D.N., Alwis, W.A.M. y Schmidt, H.G. (2010). Accuracy of students’ self-assessment and their beliefs about its utility. Assessment and Evaluation in Higher Education, 35(2), 135–156.
Longhurst, N. & Norton, L. S. (1997). Self-assessment in coursework essays. Studies in Educational Evaluation, 23(4), 319–330.
Lucas, S. (2007). Desarrollo de competencias desde la enseñanza universitaria. Armonización con la Enseñanza Secundaria y el mercado de trabajo, desde la Psicología Social de la Educación. Electronic Journal of Research in Educational Psychology, 5(1), 1696-2095.
Maguire, S., Evans, S.E. y Dyas, L. (2001). Approaches to learning: A study of firstyear geography undergraduates. Journal of Geography in Higher Education, 25(1), 95–107.
McMahon, T. (1999). Using negotiation in summative assessment to encourage critical thinking. Teaching in Higher Education, 4(4), 549–554.
Orsmond, P., Merry, S. y Reiling, K. (1997). Students and tutors perceptions of a good essay. Research in Education, 58, 81–84.
Paris, S.G. y Cunningham, A.E. (1996). Children becoming students. En D.C. Berliner y R.C. Calfee (Eds.), Handbook of educational psychology (pp. 117–147). Nueva York: Simon & Schuster Macmillan.
Paris, S.G. y Paris, A.H. (2001). Classroom applications of research on self-regulated learning, Educational Psychologist, 36(2), 89–101.
Popham, W.J. (1983). Problemas y técnicas de evaluación educativa. Madrid: Anaya.
Race, P. (1991). Learning through assessing. Comunicación presentada en la Standing Conference on Educational Development. Newcastle, Reino Unido.
Rainsbury, E. y Hodges, D. (1998). Academic, employer and student collaborative assessment in a work-based cooperative education course, Assessment and Evaluation in Higher Education, 23(3), 313–325.
Roberts, T. y Nolen-Hoeksema, S. (1989). Sex differences in reactions to evaluative feedback, Sex Roles, 21(11–12), 725–746.
Rubin, H. y Rubin, I. (1995). Qualitative interviewing: the art of hearing data. Thousand Oaks, CA: Sage.
Scriven, M.S. (1967). The methodology of evaluation, en Perspectives of curriculum evaluation (AERA Monograph Series on Curriculum Evaluation, nº 1). Chicago: Rand McNally.
Sluijsmans, D.M.A., Moerkerke, G. y Dochy, F.J.R.C. (1998). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1, 293–319.
Somervell, H. (1993). Issues in assessment, enterprise and higher education: the case for self-, peer and collaborative assessment. Assessment and Evaluation in Higher Education, 18(3), 221–233.
Stallings, V. y Tascione, C. (1996) Student self-assessment and self-evaluation, Mathematics Teacher, 89(7), 548–555.
Stefani, L.J. (1998). Assessment in partnership with learners, Assessment and Evaluation in Higher Education, 23(4), 339–350.
Stefani, L.J. (1998). Assessment in partnership with learners, Assessment and Evaluation in Higher Education, 23(4), 339–350.
Sullivan, K. y Hall, C. (1997). Introducing students to self-assessment. Assessment and Evaluation in Higher Education, 22(3), 289-305.
Tan, K.H.K. (2004). Does student self-assessment empower or discipline students? Assessment and Evaluation in Higher Education, 29(6), 651-662.
Tan, K.H.K. (2008). Qualitatively different ways of experiencing student self-assessment. Higher Education Research and Development, 27(1), 15-29.
Taras, M. (2001). The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: towards transparency for students and for tutors. Assessment and Evaluation in Higher Education, 26(6), 605-614.
Van Daalen, M. (1999). Test usefulness in alternative assessment. Dialog on Language Instruction, (1–2), 1–26.
Wood, D.R., Marshall, R.R. y Hrymak, A.N. (1988). Self-assessment in the context of the McMaster Problem Solving Programme. Assessment and Evaluation in Higher Education, 13(2), 107–127.
Descargas
Publicado
Número
Sección
Licencia
La revista se publica bajo una licencia Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 4.0
