Estratégias para promover a agência do estudante no processo de avaliação e feedback digital

Diogo Casanova

doi:10.21814/rpe.23750

Autores/as

Diogo Casanova Universidade Aberta

DOI:

https://doi.org/10.21814/rpe.23750

Palabras clave:

Agencia estudiantil, Evaluación digital, Retroalimentación, Pedagogía

Resumen

La evaluación y la retroalimentación digital han ido creciendo en los últimos años como temas de investigación, particularmente en la educación superior. Dentro de esta temática, el rol del estudiante como agente en el proceso de evaluación y retroalimentación se considera un área en crecimiento, especialmente considerando el contexto de la educación superior, en el que se pretende que el estudiante desarrolle habilidades de aprendizaje a lo largo de la vida. En esta investigación pretendemos indagar en la disponibilidad de los profesores para ceder parte del poder que tienen en el proceso de evaluación al alumno. También se busca identificar qué estrategias son identificadas por los docentes para promover este nuevo rol del estudiante en la evaluación digital. A partir de una metodología cualitativa, se recolectaron datos de 58 profesores que participaron en 10 grupos focales creativos, un acercamiento al focus-group en el que, además de estar involucrados en discusiones sobre sus prácticas, se les pide a los participantes que busquen, en grupo, desarrollar soluciones para mejora pedagógica y tecnológica en sus prácticas de evaluación digital. A partir de esta discusión, se identifica un conjunto de recomendaciones para promover una mayor participación de los estudiantes en las estrategias de evaluación, organizado en tres temas: (i) preparación para la evaluación; (ii) evaluación formativa; y (iii) retroalimentación después de la presentación.

Descargas

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