Publication: El tipo de pregunta importa: captando los enfoques de aprendizaje de los alumnos en la evaluación educativa
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Date
2026
Authors
Ardura, Diego ; Calderón-Lima, Rebeca ; Galán, Arturo ; Zamora, Ángela
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/rie.642511
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info:eu-repo/semantics/article
Description
Abstract
Se utilizan diferentes tipos de preguntas para evaluar los conocimientos de los alumnos, y es ampliamente reconocido que los enfoques de aprendizaje de los alumnos influyen significativamente en su rendimiento en estas preguntas. En este estudio, investigamos cómo los diferentes tipos de preguntas captan los enfoques de aprendizaje de los alumnos. La muestra estuvo compuesta por 140 alumnos de secundaria. Se llevaron a cabo análisis descriptivos, correlacionales y de trayectoria. Los resultados mostraron que el enfoque de motivación superficial se relacionaba negativamente con el rendimiento académico en las preguntas abiertas, pero no en las preguntas de opción múltiple. Además, los análisis revelaron un efecto mediador de la autoeficacia académica entre los enfoques de aprendizaje y el rendimiento académico cuando se medía con preguntas de resolución de problemas. Sin embargo, no se encontraron efectos indirectos cuando se evaluaba el rendimiento académico con preguntas de opción múltiple o de respuesta corta. Las preguntas abiertas permitían captar los enfoques de aprendizaje de los estudiantes de forma más eficaz que las preguntas cerradas. Dada la relación entre los tipos de preguntas y los enfoques de aprendizaje de los estudiantes, se discuten las implicaciones pedagógicas para el diseño de evaluaciones eficaces.
Different types of questions are used to assess students’ knowledge, and it is widely recognized that students’ learning approaches significantly influence their performance on these questions. In this study, we investigated how different types of questions capture students' learning approaches. The sample consisted of 140 secondary school students. Descriptive, correlational and path analyses were implemented. Results showed that the surface motive approach was negatively related to academic performance inopen-ended questions, but not in multiple-choice questions. Moreover, analyses revealed a mediating effect of academic self-efficacy between learning approaches and academic performance when measured with problem-solving questions. However, no indirect effects were found when academic achievement was assessed with multiple-choice or short-answer questions. Open-ended questions were able to capture students' learning approaches more effectively than close-ended questions. Given the relationship between question types and students' approaches to learning, pedagogical implications for the design of effective assessments are discussed.
Different types of questions are used to assess students’ knowledge, and it is widely recognized that students’ learning approaches significantly influence their performance on these questions. In this study, we investigated how different types of questions capture students' learning approaches. The sample consisted of 140 secondary school students. Descriptive, correlational and path analyses were implemented. Results showed that the surface motive approach was negatively related to academic performance inopen-ended questions, but not in multiple-choice questions. Moreover, analyses revealed a mediating effect of academic self-efficacy between learning approaches and academic performance when measured with problem-solving questions. However, no indirect effects were found when academic achievement was assessed with multiple-choice or short-answer questions. Open-ended questions were able to capture students' learning approaches more effectively than close-ended questions. Given the relationship between question types and students' approaches to learning, pedagogical implications for the design of effective assessments are discussed.
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Citation
Revista de Investigación Educativa, RIE (2026), núm. 44, pp. 389-410
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