Aprendiendo a través de Tareas de Evaluación Auténticas: Percepción de Estudiantes de Grado en Educación Infantil
| Autor: | Jaione Cubero Ibáñez, Nicolás Ponce González |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Process (engineering) media_common.quotation_subject 05 social sciences 050301 education General Medicine Task (project management) 030507 speech-language pathology & audiology 03 medical and health sciences Context analysis Meaningful learning Authentic assessment Perception Pedagogy 0305 other medical science Psychology 0503 education Humanities media_common Drawback |
| Zdroj: | Revista Iberoamericana de Evaluación Educativa. 13:41 |
| ISSN: | 1989-0397 |
| DOI: | 10.15366/riee2020.13.1.002 |
| Popis: | Authentic assessment offers students opportunities to learn through the process of assessment itself (Brown, 2015). One of the key principles for the design of this type of assessment is developing authentic assessment tasks that represent both content and the core skills (Vallejo y Molina, 2014). This study follows a questionnaire-based survey design with the goal of finding out university students' perception of the assessment process conducted in the subject Systematic Observation and Context Analysis, based on the proposals of Boud (2010). The sample consists of 131 students, belonging to the three first-year groups on the Degree in Early Childhood Education (University of Cadiz). The results show a high level of satisfaction among the students with the assessment conducted. They perceive that the assessment task allowed them to increase motivation and understand systematic observation as a necessary technique for reflection on educational practice, as well as being realistic and challenging, which has facilitated more useful and meaningful learning. Learning through a real experience is the main positive aspect, with the lack of time highlighted as the main drawback. The design and implementation of these types of assessment break away from the predominant assessment system at universities, more aimed at the verification and evaluation of learning than at its improvement (Lukas, Santiago, Lizasoain y Etxeberria, 2017). |
| Databáze: | OpenAIRE |
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