Assessment co-creation mediated by technology and its relation to university students' agency and self-regulation: The professors' perspective

Jennifer Saray Santana Martel; Adolfina Pérez Garcías

doi:10.21814/rpe.32964

Autores/as

Jennifer Saray Santana Martel Universidad de Las Islas Baleares https://orcid.org/0000-0001-7440-3927
Adolfina Pérez Garcías Balearic Islands Univeristy, Spain https://orcid.org/0000-0002-1863-375X

DOI:

https://doi.org/10.21814/rpe.32964

Palabras clave:

Cocreación, Evaluación, Autoregulación, Agencia, Educación Superior

Resumen

La cocreación de la evaluación está emergiendo progresivamente en las prácticas de codiseño educativo en entornos de aprendizaje mejorados por la tecnología en la educación superior. Así pues, el objetivo de este estudio es analizar si estas prácticas están relacionadas con la autorregulación y la agencia de los estudiantes. Para ello, se ha realizado un estudio cualitativo multicaso con una perspectiva fenomenológica. Para obtener información sobre el proceso de cocreación mediado por tecnologías y su relación con la agencia y la autoregulación del estudiante, se entrevistó a seis profesores (cuatro mujeres y dos hombres) siguiendo un enfoque semi-estructural; mientras que para analizar los datos se utilizó un método de codificación deductiva a través de Atlas.ti. Los resultados muestran que, desde la perspectiva de los profesores, existen diversas relaciones entre la cocreación de la evaluación mediada por tecnologías y la autorregulación y agencia de los estudiantes. Los entrevistados perciben que la cocreación de la evaluación activa tanto la agencia como la autorregulación de los estudiantes. A partir de los resultados, se puede concluir que la cocreación de la evaluación puede mejorar la autorregulación de los estudiantes en todas sus fases, pero principalmente en la fase de planificación. Del mismo modo, la agencia de los estudiantes parece verse potenciada por el proceso de codiseño, destacando el efecto sobre la dimensión individual. En consecuencia, y en relación con las áreas más desarrolladas de la autorregulación y la agencia de los estudiantes, la motivación también parece ser aumentada durante el proceso de cocreación.

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