Publication: Impacto de la evaluación de competencias en la calidad del
aprendizaje: percepción de discentes y docentes de Grado en
Enfermería
Authors
Martínez Miguel, Esther ; García-Carpintero Blas, Eva ; Manso Perea, César
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Publisher
Murcia: Servicio de publicaciones de la Universidad de Murcia
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Description
Abstract
Introducción: El enfoque de educación basada en competencias pretende reducir la brecha entre
educación y empleo buscando lograr un aprendizaje profundo, significativo, para toda la vida,
transferible a situaciones reales, complejas y cambiantes. Conceptualizar la evaluación a partir de este
enfoque implica asumir su carácter multidimensional diseñando una evaluación para el aprendizaje y
no sólo del aprendizaje, en la búsqueda de formas de evaluación capaces de mejorar la calidad del
mismo. La conciencia del impacto de la evaluación en el aprendizaje obliga a plantear la evaluación
como un proceso compartido que sea simultáneamente causa y efecto de los aprendizajes. En este
contexto, el objetivo de este estudio es conocer la percepción de discentes y docentes en relación a
las prácticas actuales de evaluación de competencias y su impacto en la calidad del aprendizaje.
Metodología: Estudio descriptivo interpretativo. Análisis cualitativo de los datos recogidos mediante
cuestionarios abiertos y grupos de discusión de discentes y docentes del Grado en Enfermería.
Resultados: Ambos grupos consideran que las prácticas actuales de evaluación de competencias
condicionan el aprendizaje, sin embargo, existen grandes diferencias en sus percepciones. Los
docentes perciben este impacto como negativo y afirman que para los estudiantes la evaluación
consiste sólo en superar asignaturas. Los estudiantes manifiestan que la evaluación les influye
positivamente al orientar su aprendizaje y ofrecerles oportunidades de mejora.
Conclusiones: Los docentes perciben dificultades para superar la orientación tradicional de la
evaluación, mientras los estudiantes perciben su función más formativa y demandan para ella un
feedback suficiente y de calidad.
ABSTRACT: Introduction: Competency based education offers the promise of reducing the gap between education and employment and concerns in Higher Education have revolved around how to achieve deep and meaningful learning, a long life learning, so that learning transfer to real situations, complex and changing, would be possible. Conceptualizing assessment from competency based education approach requires assuming its multidimensional character and designing an assessment for learning and not only assessment of learning seeking to improve learning quality. Awareness of the assessment impact on learning requires raising evaluation as a shared process able to be simultaneously cause and effect of learning. In this context, the aim of this study is to determine learners and teachers perceptions about current practices of competence assessment and its impact on the quality of learning. Methodology: Interpretative descriptive study. Qualitative analysis of data collected through open questionnaires and discussion groups with Degree in Nursing learners and teachers. Results: Both teachers and learners believe that current assessment practices determine learning skills, but there are big differences in their perceptions. Teachers perceive negatively this impact and claim that for student’s evaluation is only overcoming subjects while students state that assessment influences them positively, guiding their learning and offering improvement opportunities. Conclusions: teachers perceive difficulties in overcoming evaluation`s traditional, while students perceive its most formative function and demand for it sufficient and quality feedback.
ABSTRACT: Introduction: Competency based education offers the promise of reducing the gap between education and employment and concerns in Higher Education have revolved around how to achieve deep and meaningful learning, a long life learning, so that learning transfer to real situations, complex and changing, would be possible. Conceptualizing assessment from competency based education approach requires assuming its multidimensional character and designing an assessment for learning and not only assessment of learning seeking to improve learning quality. Awareness of the assessment impact on learning requires raising evaluation as a shared process able to be simultaneously cause and effect of learning. In this context, the aim of this study is to determine learners and teachers perceptions about current practices of competence assessment and its impact on the quality of learning. Methodology: Interpretative descriptive study. Qualitative analysis of data collected through open questionnaires and discussion groups with Degree in Nursing learners and teachers. Results: Both teachers and learners believe that current assessment practices determine learning skills, but there are big differences in their perceptions. Teachers perceive negatively this impact and claim that for student’s evaluation is only overcoming subjects while students state that assessment influences them positively, guiding their learning and offering improvement opportunities. Conclusions: teachers perceive difficulties in overcoming evaluation`s traditional, while students perceive its most formative function and demand for it sufficient and quality feedback.
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