Publication: Estilos de aprendizaje y evaluación formativa: Estudio con universitarios de Educación Física chilenos
Authors
Serra-Olivares, Jaime ; García-Rubio, Javier ; Gil Madrona, Pedro ; Cejudo Armero, Consuelo ; González Víllora, Sixto
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Publisher
Universidad de Murcia
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Description
Abstract
La evaluación contribuye a la formación del aprendizaje, facilitando el avance del estudiante. La evaluación formativa se presenta como una estrategia eicaz dentro de la formación inicial docente. Se analizaron las percepciones sobre la evaluación de universitarios de Educación Física chilenos (n = 95), en función de su estilo de aprendizaje, género y curso académico.
Se utilizaron el Cuestionario de Estilos de Aprendizaje y la versión en castellano del Assessment Experience Questionnaire. Los resultados mostraron percepciones negativas sobre el proceso evaluativo. Se observaron diferencias signiicativas en las percepciones sobre el uso del feedback en función del estilo de aprendizaje (F= 1.062, p = .004). Se observaron diferencias signiicativas en la percepción de la cantidad de esfuerzo (F= 5.888, p = .000), la adecuación de la evaluación (F= 3.282, p = .015)y la aproximación supericial al aprendizaje (F= 5.472, p = .001), en función del curso
académico. El género no fue determinante de las percepciones. Los hallazgos
sugieren la utilización de procedimientos de evaluación tradicional con
los encuestados. Se encontraron relaciones entre el estilo de enseñanza y
el feedback, y entre el curso académico y las percepciones de evaluación.
Esta información contribuye a un entendimiento más profundo del modo
de aprender de los estudiantes en función de sus características y contexto.
Abstract: Assessment contributes to students learning. Formative assessment is a useful strategy of the initial teacher training. Perceptions about the assessment of Chilean university Physical Education students (n = 95), depending on their learning style, gender and academic course were analyzed. he Learning Styles Questionnaire and the Spanish version of the Assessment Experience Questionnaire were used. he results showed negative perceptions about the assessment process. Signiicant diferences were observed in the perceptions about the use of feedback depending on the learning style of the students (F = 1.062, p =. 004). Signiicant diferences were observed in the perception about the amount of efort (F = 5.888, p =. 000), the suitability of the evaluation (F = 3.282, p =. 015) and the shallow approach to the learning (F = 5.472, p =. 001), depending on the academic course. Gender was not a determinant of perceptions. he indings suggest the use of traditional procedures of assessment (summative assessment) with the students. On the other hand, indings show the inluence of learning stylesand the academic course on student perceptionsand learning styles and feedback. his information contributes to a deeper understanding of the learning mode of the students according to their characteristics and context.
Abstract: Assessment contributes to students learning. Formative assessment is a useful strategy of the initial teacher training. Perceptions about the assessment of Chilean university Physical Education students (n = 95), depending on their learning style, gender and academic course were analyzed. he Learning Styles Questionnaire and the Spanish version of the Assessment Experience Questionnaire were used. he results showed negative perceptions about the assessment process. Signiicant diferences were observed in the perceptions about the use of feedback depending on the learning style of the students (F = 1.062, p =. 004). Signiicant diferences were observed in the perception about the amount of efort (F = 5.888, p =. 000), the suitability of the evaluation (F = 3.282, p =. 015) and the shallow approach to the learning (F = 5.472, p =. 001), depending on the academic course. Gender was not a determinant of perceptions. he indings suggest the use of traditional procedures of assessment (summative assessment) with the students. On the other hand, indings show the inluence of learning stylesand the academic course on student perceptionsand learning styles and feedback. his information contributes to a deeper understanding of the learning mode of the students according to their characteristics and context.
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