Validez y confiabilidad en la evaluación del aprendizaje mediante las metodologías activas
Barra lateral del artículo
Publicado:
Jun 27, 2020
Palabras clave:
Metodologías activas, Evaluación de estudiantes, Validez, Confiabilidad, Evaluación del aprendizaje, Técnicas de evaluación
Contenido principal del artículo
Resumen
Las exigencias en la educación universitaria demandan cambios en las estrategias de enseñanza y en las técnicas y los instrumentos que contribuyen a evaluar el aprendizaje estudiantil. Las metodologías activas, como parte de estas estrategias, facilitan el desarrollo de determinados aprendizajes o competencias, mediante situaciones o problemas vinculados con el mundo laboral y social. Esto requiere replantear, planificar y orientar la enseñanza centrada en el estudiantado y utilizar técnicas e instrumentos para recoger información que conduzcan a emitir juicios apropiados, certeros y justos de los aprendizajes. Sin embargo, no se ha prestado mucha atención a la validez y la confiabilidad de las interpretaciones de las puntuaciones o la información recopilada con estos instrumentos para el uso propuesto, según se desprende de las publicaciones revisadas. El propósito de este trabajo es aportar a la discusión de la validez y confiabilidad de las puntuaciones o la información recopilada con los instrumentos aplicados en las aulas universitarias. Se consultaron varias publicaciones especializadas y se presentan algunas recomendaciones acerca de las fuentes de evidencia para sustentar la validez y la confiabilidad. Como mínimo, se sugiere la evidencia relacionada con el contenido y la consistencia de las puntuaciones o la información, al emitir juicios y tomar decisiones que afectan al estudiantado. Se concluye que se necesita mayor prudencia en las interpretaciones e inferencias de los aprendizajes, si no existe suficiente evidencia de la validez.
Detalles del artículo
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Referencias
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Baartman, L.K.J., Bastianens, T.J., Kirschner, P.A., & Van der Vieuten, C.P.M. 2006. The wheel of competency assessment: Presenting quality criteria for competency assessment programs. Studies in Educational Evaluation, 32 (2), 153-170. https://doi.org/10.1016/j.stueduc.2006.04.006
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Gil Flores, J. 2005. Valoraciones del alumnado universitario sobre las pruebas objetivas. Revista de Investigación Educativa, 23(1), 259-277. https://bit.ly/2wE6z5B
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Goubeaud, K. 2010. How is science learning assessed at the postsecondary level? Assessment and grading practices in college Biology, Chemistry and Physics. Journal of Science Education and Technology, 19 (3), 237-245. https://doi.org/10.1007/s10956-009-9196-9
Goubeaud, K., & Yan, W. 2004. Teachers educators teaching methods, assessments, and grading: A comparison of higher education faculty’s instructional practices. The Teacher Educator, 40 (1), 1-16. https://doi.org/10.1080/08878730409555348
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Huba, M.E., & Freed, J.E. 2000. Learned-centered assessment on college campuses. Allyn & Bacon.
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López-Pastor, V., & Sicilia-Camacho, A. 2016. Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42 (1), 77–97, http://dx.doi.org/10.1080/02602938.2015.1083535
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McClarty, K.L., & Gaertner, M.N. 2015. Measuring mastery: Best practices for assessment in competency-based education. American Enterprise Institute for Public Policy Research. https://bit.ly/2MN1m04
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Medina-Díaz, M., & Verdejo-Carrión, A.L. 2019. Evaluación del aprendizaje estudiantil (6ta ed.). Autoras.
Medina-Gual, L. 2013. La evaluación en el aula: Reflexiones sobre sus propósitos, validez y confiabilidad. Revista Electrónica de Investigación Educativa, 15(2), 34-50. https://bit.ly/2xm8HiH
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Pozo, J.I., & Pérez-Echevarría, M. del R. 2009. (Coords.), Psicología del aprendizaje universitario: La formación de competencias. Morata.
Rawlusyk, P.E. 2018. Assessment in higher education and student learning. Journal of Instructional Pedagogies, 21, 1-34. https://bit.ly/2vPtbzT
Reddy, Y.M., & Andrade, H. 2010. A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
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Selke, M.J.G. 2013. Rubric assessment goes to college. Rowman & Littlefield.
Smith, J.K. 2003. Reconsidering reliability in classroom assessment and grading. Educational Measurement: Issues and Practice, 22(4), 26-33. https://doi.org/10.1111/j.1745-3992.2003.tb00141.x
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Angelo, T.A., & Cross, K.P. 1993. Classroom assessment techniques (2da ed.). Jossey-Bass.
American Educational Research Association, American Psychological Association & National Council on Measurement in Education. 2018. Estándares para pruebas educativas y psicológicas (M. Lieve, Trans.). American Educational Research Association. Original work published 2014.
Baartman, L.K.J., Bastianens, T.J., Kirschner, P.A., & Van der Vieuten, C.P.M. 2006. The wheel of competency assessment: Presenting quality criteria for competency assessment programs. Studies in Educational Evaluation, 32 (2), 153-170. https://doi.org/10.1016/j.stueduc.2006.04.006
Banta, T.W., Lund, J.P., Black, K.E., & Oblander, F.W. 1996. Assessment in practice: Putting principles to work on college campuses. Jossey-Bass.
Banta, T.W., & Pike, B.R. 2012. The bottom line: Will faculty use assessment findings? In C. Secolsky & B. Denison (Eds.), Handbook on measurement, assessment and evaluation in higher education (pp. 47-56). Routledge.
Barkley, E.F., & Major, C.H. 2016. Learning assessment techniques: A Handbook for college faculty. Jossey-Bass.
Black, P., & William, D. 1998a. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102.
Black, P., & William, D. 1998b. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-144.
Bearman, M., Dawson, P., Bennett, S., Hall, M., Molloy, E., Boud, D. & Joughin, G. 2017. How university teachers design assessments: A cross disciplinary study. Higher Education, 74 (1), 49-64. https://doi.org/10.1007/s10734-016-0027-7
Bennett, R. E. 2011. Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18, 5-25. https://doi.org/10.1080/0969594X.2010.513678.
Bonnen, S.M. 2013. Validity in classroom assessment: Purposes, properties, and principles. In J.H. McMillan (Ed.), Sage Handbook of Research on Classroom Assessment (pp. 87-106). Sage.
Brookhart, S.M. 2003. Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5-12. https://doi.org/10.1111/j.1745-3992.2003.tb00139.x
Brookhart, S.M. 2004. Assessment theory for college classrooms. New Directions for Teaching and Learning, 100, 5-14. https://doi.org/10.1002/tl.165
Brookhart, S.M. 2007. Expanding views about formative classroom assessment: A review of the literature. En J.H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 43-62). New York: Teacher College Press.
Brown, G.T.L. 2010. The validity of examination essays in higher education: Issues and responses Higher Education Quarterly, 64(3), 276-291.https://doi.org/10.1111/j.1468-2273.2010.00460.x
Brown, G. & Atkins, M. (1988). Effective teaching in higher education. Routledge.
Cizek, G.J. 2009. Reliability and validity of information about student achievement: Comparing large-scale and classroom testing contexts. Theory into Practice, 48(1), 63-71. https://doi.org/10.1080/00405840802577627
Cizek, G.J. 2015. Validating test score and detecting test score use: Different aims, different methods. Assessment in Education: Principle, Policy & Practice, 23(2), 212-225. https://doi.org/10.1080/0969594X.2015.1063479
Davies, M.S., & Taras, M. 2018. Coherence and disparity in assessment literacies among higher education staff. London Review of Education, 16(3), 474-490. https://doi.org/10.18546/LRE.16.3.09
De la Orden Hoz, A. (2011). Reflexiones en torno a las competencias como objeto de evaluación en el ámbito educativo. Revista Electrónica de Investigación Educativa, 13(2), 1-21. https://bit.ly/2QIILUX
Epstein, R.M. 2007. Assessment in medical education. New England Journal of Medicine, 356 (4), 387-396. https://doi.org/10.1056/NEJMra054784
Erwin, T.D. 1991. Assessing student learning and development. Jossey-Bass.
Esteve Zarazaga, J.M. 2007. Un examen a la cultura escolar. Avances en Supervisión Educativa, (7). https://bit.ly/3ajVMfN
Fernández March, A. 2006. Metodologías activas para la formación de competencias. Educatio Siglo XXI, 24, 36-56. https://bit.ly/39deN20
García-Merino, J. D., Urionabarrenetxea, S., & Bañales-Mallo, A. 2016. Cambios en metodologías docente y de evaluación: ¿Mejoran el rendimiento del alumnado universitario? Revista Electrónica de Investigación Educativa, 18(3), 1-18. https://bit.ly/2WII8yE
Gil Flores, J. 2005. Valoraciones del alumnado universitario sobre las pruebas objetivas. Revista de Investigación Educativa, 23(1), 259-277. https://bit.ly/2wE6z5B
Gilles, J.L., Detroz, P., & Blais, J.G. 2011. An international online survey of the practices and perceptions of higher education professors with respect to the assessment of learning in the classroom. Assessment & Evaluation in Higher Education, 36(6), 719-733. https://doi.org/10.1080/02602938.2010.484880
Gipps, C.V. 1994. Beyond testing: Towards a theory of educational assessment. Falmer Press.
Goñi-Zabala, J.M. (2005). El espacio europeo de educación superior, un reto para la universidad. Ediciones Octaedro.
Goubeaud, K. 2010. How is science learning assessed at the postsecondary level? Assessment and grading practices in college Biology, Chemistry and Physics. Journal of Science Education and Technology, 19 (3), 237-245. https://doi.org/10.1007/s10956-009-9196-9
Goubeaud, K., & Yan, W. 2004. Teachers educators teaching methods, assessments, and grading: A comparison of higher education faculty’s instructional practices. The Teacher Educator, 40 (1), 1-16. https://doi.org/10.1080/08878730409555348
Haladyna, T.M. 1997. Writing test items to evaluate higher order thinking. Allyn & Bacon.
Hernández, R. (2012). Does continuous assessment in higher education support student learning? Higher Education, 64(4), 489-502. : https://doi.org/10.1007/s10734-012-9506-7
Huba, M.E., & Freed, J.E. 2000. Learned-centered assessment on college campuses. Allyn & Bacon.
Hortigüela-Alcalá, D., Pérez-Pueyo, A., & López-Pastor, V. 2015. Implicación y regulación del trabajo del alumnado en los sistemas de evaluación formativa en educación superior. Revista Electrónica de Investigación y Evaluación Educativa, 21(1), ME6. https://doi.org/10.7203/relieve.21.1.5171
Jacobs, L.C., & Chase, C.I. 1992. Developing and using tests effectively: A guide to faculty. Jossey-Bass.
Joint Committee on Standards for Educational Evaluation. 2015. Classroom assessment standards: Practices for PreK-12 teachers. Sage.
Krzykowski, L., & Kinser, K. 2014. Transparency in student learning assessment. Change, 46(3), 67-73 https://doi.org/10.1080/00091383.2014.905428
López-Pastor, V., & Sicilia-Camacho, A. 2016. Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42 (1), 77–97, http://dx.doi.org/10.1080/02602938.2015.1083535
Mateo, J., & Martínez, F. 2008. Medición y evaluación educativa. La Muralla.
McClarty, K.L., & Gaertner, M.N. 2015. Measuring mastery: Best practices for assessment in competency-based education. American Enterprise Institute for Public Policy Research. https://bit.ly/2MN1m04
McMillan, J.H. 1997. Classroom assessment: Principles and practice for effective instruction. Allyn and Bacon.
McMillan, J.H. 2008. Assessment essentials for standard-based education (2da ed.). Corwin Press.
Medina-Díaz, M., & Verdejo-Carrión, A.L. 2019. Evaluación del aprendizaje estudiantil (6ta ed.). Autoras.
Medina-Gual, L. 2013. La evaluación en el aula: Reflexiones sobre sus propósitos, validez y confiabilidad. Revista Electrónica de Investigación Educativa, 15(2), 34-50. https://bit.ly/2xm8HiH
Messick, S. 1989. Validity. En R.L. Linn (Ed.), Educational measurement (3ra ed., pp. 13-103). Macmillan.
Moss, P.A. 2003. Reconceptualizing validity for classroom assessment. Educational Measurement: Issues and Practice, 22(4), 13-25. https://doi.org/10.1111/j.1745-3992.2003.tb00140.x
Muñiz, J., & Fonseca-Pedrero, E. 2008. Construcción de instrumentos de medida para la evaluación universitaria. Revista de Investigación en Educación, (5), 13-25. https://bit.ly/39izB8f
Newble, D., & Cannon, R. 1991. A handbook for teachers in university and colleges. Kogan Page.
Nitko, A.J., & Brookhart, S.M. 2011. Educational assessment of students (6ta ed.). Pearson.
Olmos-Miguelañez, S., & Rodríguez-Conde, M.J. 2010. Diseño del proceso de evaluación de los estudiantes universitarios españoles: ¿Respondiendo a una evaluación por competencias en el espacio europeo y Educación Superior? Revista Iberoamericana de Educación, 53(1). https://bit.ly/2JsjM4B
Palomba, C.A., & Banta, T.W. 1999. Assessment essentials: Planning, implementing, and improving assessment in higher education. Jossey-Bass.
Pereira, D.R., & Flores, M.A. 2016. Conceptions and practices of assessment in higher education: A study of Portuguese university teachers. Revista Iberoamericana de Evaluación Educativa, 9(1), 9-29. http://dx.doi.org/10.15366/riee2016.9.1.001
Popham, W.J. 2005. Classroom assessment: What teachers need to know (4ta ed.). Pearson.
Poskanzer, S.G. 2002. Higher education law: The faculty. John Hopkins University Press.
Pozo, J.I., & Pérez-Echevarría, M. del R. 2009. (Coords.), Psicología del aprendizaje universitario: La formación de competencias. Morata.
Rawlusyk, P.E. 2018. Assessment in higher education and student learning. Journal of Instructional Pedagogies, 21, 1-34. https://bit.ly/2vPtbzT
Reddy, Y.M., & Andrade, H. 2010. A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
Ricoy, M.C., & Fernández-Rodríguez, J. 2013. La percepción que tienen los estudiantes universitarios sobre la evaluación: Un estudio de caso. Educación XXI, 16(2), 321-342. https://doi.org/10.5944/educxx1.2.16.10344.
Selke, M.J.G. 2013. Rubric assessment goes to college. Rowman & Littlefield.
Smith, J.K. 2003. Reconsidering reliability in classroom assessment and grading. Educational Measurement: Issues and Practice, 22(4), 26-33. https://doi.org/10.1111/j.1745-3992.2003.tb00141.x
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