El desarrollo de la experticia evaluativa a través del trabajo con ejemplares en educación superior

Autores/as

DOI:

https://doi.org/10.22235/pe.v15i1.2658

Palabras clave:

ejemplar, evaluación, educación superior, retroalimentación, autoevaluación

Resumen

La experticia evaluativa se refiere a la capacidad de una persona para construir juicios de calidad sobre algún objeto de evaluación. En la educación superior, esta capacidad debe ser desarrollada por los futuros egresados para aprender, desarrollar buenos trabajos, tomar decisiones y convertirse en profesionales responsables. Los ejemplares, entendidos como muestras de trabajos cuidadosamente elegidas con la finalidad de ilustrar dimensiones de calidad y aclarar las expectativas de la evaluación, constituyen un vehículo para desarrollar la experticia evaluativa en los estudiantes. En este artículo se discuten las bases conceptuales del trabajo con ejemplares en el marco de la evaluación formativa y su efecto en la formación profesional en la educación superior, a partir de una revisión de literatura sobre la temática. Se proponen algunos principios orientadores para la práctica y se analizan estrategias para su implementación en procesos de retroalimentación, autoevaluación y coevaluación basadas fundamentalmente en el uso de rúbricas.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ajjawi, R., Tai, J., Dawson, Ph., & Buod, D. (2018). Conceptualising evaluative judgment for sustainable assessment in higher education. En D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work (pp. 7-17). Routledge.

Andrade, H. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4(87), 1-13. https://doi.org/10.3389/feduc.2019.00087

Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education, 17(2), 199-214. https://doi.org/10.1080/09695941003696172

Andrade, H., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practices, 27(2), 3-13. https://doi.org/10.1111/j.1745-3992.2008.00118.x

Arter, J., & McThige, J. (2001). Scoring Rubrics in the Classroom. Pearson Education.

Bacchus, R., Colvin, E., Knight, E., & Ritter, L. (2020). When rubrics aren’t enough: Exploring exemplars and student rubric co-construction. Journal of Curriculum and Pedagogy, 17(1), 48-61. https://doi.org/10.1080/15505170.2019.1627617

Bloxham, S., & Campbell, L. (2010). Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35(3), 291–300. https://doi.org/10.1080/02602931003650045

Brookhart, S., & Ruiz-Primo, M. (2018). Using feedback to improve learning. Routledge.

Brown, G., Andrade, H., & Chen, F. (2015). Accuracy in student self-assessment: directions and cautions for research. Assess. Educ., 22, 444–457. https://doi.org/10.1080/0969594X.2014.996523

Cañadas, L. (2020). Evaluación formativa en el contexto universitario: oportunidades y propuestas de actuación. Revista Digital de Investigación en Docencia Universitaria, 14(2), e1214.

Carless, D. (2015). La confianza: Facilitar el feedback dialógico. En D. Boud, & E. Molloy (Coords.), El feedback en educación superior y profesional comprenderlo y hacerlo bien (pp. 115-129). Narcea.

Carless, D., & Chan, K. (2016). Managing dialogic use of exemplars, Assessment & Evaluation in Higher Education, 42(6). https://doi.org/10.1080/02602938.2016.1211246

Carless, D., Chan, K., To, J., Lo, M., & Barrett, E. (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. En D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work (pp. 108-116). Routledge.

Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42, 347-360. https://doi.org/10.1080/02602938.2015.1111294

Dawson, P., Ajjawi, R., Boud, D., & Tai, J. (2018). Introduction: What is evaluative judgment? En D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work (pp. 1-4). Routledge.

Foster, G., & Marasco, T. L. (2007). Exemplars: Your best resource to improve student writing. Pembroke.

Gladovic, C., Hong-Meng Tai, J., & Dawson, P. (2021). Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study. Assessment & Evaluation in Higher Education, 47(2), 231-244. https://doi.org/10.1080/02602938.2021.1901854

Handley, K., & Williams, L. (2011). From copying to learning: using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, 36(1), 95–108. https://doi.org/10.1080/02602930903201669

Haughney, K., Wakeman, S., & Hart, L. (2020). Quality of Feedback in Higher Education: A Review of Literature. Educ. Sci., 10(60), 1-15. https://doi.org/10.3390/educsci10030060

Hendry, G., & Anderson J. (2013). Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes. Assessment & Evaluation in Higher Education, 38(6), 754-768. https://doi.org/10.1080/02602938.2012.703998

Hendry, G., Armstrong, S., & Bromberger, N. (2012). Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching. Assessment & Evaluation in Higher Education, 37(2), 149- 161. https://doi.org/10.1080/02602938.2010.515014

Hendry, G., Bromberger, N., & Armstrong, S. (2011). Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education, 36(1), 1-11. https://doi.org/10.1080/02602930903128904

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80, 137-156. https://doi.org/10.1007/s10734-019-00469-2

Kilgour, P., Northcote, M., Williams, A., & Kilgour, A. (2019). A plan for the co-construction and collaborative use of rubrics for student learning. Assessment & Evaluation in Higher Education, 45(1), 140-153. https://doi.org/10.1080/02602938.2019.1614523

Lipnevich, A., McCallen, L., Miles, K., & Smith, J. (2013). Mind the gap! Students' use of exemplars and detailed rubrics as formative assessment. Instructional Science, 42(4), 539-559. https://doi.org/10.1007/s11251-013-9299-9

Mertler, C. A. (2000). Designing scoring rubrics for your classroom. Practical assessment, research, and evaluation, 7(25), 1-9. https://doi.org/10.7275/gcy8-0w24

Naidoo, O., Tai, J., & Penman, R. (2020). Preparing students for the future through developing evaluative judgement. The Clinical Teacher, 18(2), 1-6. https://doi.org/10.1111/tct.13268

Newlyn, D. (2013). Providing Exemplars in the Learning Environment: The Case for and against. Universal Journal of Educational Research, 1(1), 26-32. https://doi.org/10.13189/ujer.2013.010104

Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559

Orsmond, P., Merry, S., & Reiling, K. (2005). Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. Assessment and Evaluation in Higher Education, 30(4), 369-386. https://doi.org/10.1080/02602930500099177

Roblyer, M. D., & Wiencke, W. R. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. The American journal of distance education, 17(2), 77-98. https://doi.org/10.1207/S15389286AJDE1702_2

Ross, J., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing, 6(1), 107-132. https://doi.org/10.1016/S1075-2935(99)00003-3

Sadler, R. (1983). Evaluation and the improvement of academic learning. Journal of Higher Education,54, 60-79. https://doi.org/10.1007/BF00117714

Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. https://doi.org/10.1007/BF00117714

Sadler, R. (2002). Ah! … so that's ‘quality’. En P. Schwartz, & G. Webb (Eds.), Assessment: case studies, experience and practice from higher education (pp. 130-136). Kogan Page.

Sadler, R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550. https://doi.org/10.1080/02602930903541015

Sadler, D. (2017). Academic achievement standards and quality assurance. Quality in Higher Education, 23(2), 81-99. https://doi.org/10.1080/13538322.2017.1356614

Smyth, P., & Carless, D. (2020). Theorising how teachers manage the use of exemplars: Towards mediated learning from exemplars. Assessment & Evaluation in Higher Education, 46(3), 393-406. https://doi.org/10.1080/02602938.2020.1781785

Tai, J., Ajjawi, R., Boud, D., Dawson, Ph., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. High. Educ., 76, 467–481. https://doi.org/10.1007/s10734-017-0220-3

Tam, A. (2020). Undergraduate students’ perceptions of and responses to exemplar-based dialogic feedback. Assessment & Evaluation in Higher Education, 46(2), 269-285. https://doi.org/0.1080/02602938.2020.1772957

To, J., & Carless, D. (2015). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764. https://doi.org/10.1080/0309877X.2015.1014317

Valle, C., Andrade, H., Palma, M., & Hefferen, J. (2016). Applications of peer assessment and self-assessment in music. Music Educators Journal, 102(4), 41-49. https://doi.org/10.1177/0027432116644652

Van der Kleij, F., Adie, L., & Cumming, J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303-323. https://doi.org/10.1016/j.ijer.2019.09.005

Villarroel, V., & Bruna, D. (2019). ¿Evaluamos lo que realmente importa? El desafío de la evaluación auténtica en educación superior. Calidad en la educación, 50, 492-509. https://doi.org/10.31619/caledu.n50.729

Zachary, B., Chen, F., & Andrade, H. (2012, octubre 19). Student self-assessment in middle school mathematics: A pilot study. Presentado en NERA Conference Proceedings 2012, Nueva York, NY. https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1004&context=nera_2012

Descargas

Publicado

2022-06-16

Cómo citar

Contreras Pérez, G., Rubilar Pérez, P., & Muñoz Lira, M. S. (2022). El desarrollo de la experticia evaluativa a través del trabajo con ejemplares en educación superior. Páginas De Educación, 15(1), 76–92. https://doi.org/10.22235/pe.v15i1.2658

Artículos similares

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

También puede {advancedSearchLink} para este artículo.