Análisis de los instrumentos de evaluación utilizados por los docentes de la carrera de administración de empresas, de la Pontificia Universidad Católica del Ecuador Sede Ibarra, para conocer las competencias que desarrollan los estudiantes y su importancia en el aprendizaje
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Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
PUCE - Ibarra
Abstract
El presente informe final inicia con un resumen de los principales procesos y factores de evaluación, propuesta por (Magda Restrepo (2016)), quien propone como alternativa para mejorar los aprendizajes en la educación superior. A través de esta estrategia de evaluar los aprendizajes en los estudiantes, la mencionada investigadora analiza y reflexiona sobre las ventajas de esta herramienta en la educación superior, para que se tomen como temas de tesis para los maestrantes en Ciencias de la Educación. El presente trabajo brinda al docente y, al estudiante mayor responsabilidad para evaluar su propio aprendizaje, para incrementar la confianza en sí mismo y recuperar su autoestima. Además, posibilita el análisis crítico sobre el aprendizaje, la enseñanza y la evaluación. Tanto en Ecuador, como en otros países, el tema de la evaluación en el campo educativo ha generado importantes debates pues actualmente se considera que la forma de evaluación orienta los procesos aprendizaje y, en particular, de construcción de proyectos de vida que hacen vulnerable a la mayoría de los evaluados. Temas tan sensibles como los de la calidad educativa, justicia social, poder y equidad se derivan más directamente de procesos evaluativos que de cualquier otro tipo de intervenciones en el aula de clase. Tradicionalmente, en el ámbito escolar, la evaluación certifica si una persona es competente o incompetente, por lo tanto, sirve más para discriminar y para castigar que para incentivar y desarrollar capacidades de auto reflexión y toma de decisiones mejor informadas. A través del tiempo, la concepción de evaluación ha cambiado y se ha hecho más elaborada y mejor informada. En la parte inicial de este trabajo, siete factores propuestos por (Magda Restrepo (2016)) pueden ser identificados, a través de los cuales se ha desarrollado el análisis de los instrumentos de evaluación con fines y propósitos metodológicos, orientados a
mejorar la calidad de los aprendizajes. Los análisis de los instrumentos de evaluación, considerando estos factores empleados para el diagnóstico comparten muchos de los aspectos del paradigma convencional, mientras que la evaluación por rubricas y las competencias se presentan como una metodología para los docentes y estudiantes. Esta nueva propuesta de instrumentos de evaluación abre muchas posibilidades de reorientación del rol que juegan los docentes y los estudiantes. La intención de esta propuesta se basa en la formación de hombres y mujeres, con capacidades y competencias que respondan a las demandas de la sociedad en general. El análisis de los instrumentos de evaluación y los resultados del diagnóstico en este estudio, han sido la base para definir y orientar otras acciones y estrategias que permitan tomar decisiones con mejores fundamentos y argumentos sobre el modelo de evaluación, que debe implementarse en la PUCESI, en especial en la carrera de Administración de Empresas. Finalmente, esta propuesta con criterio alternativo en la selección y el diseño de los instrumentos de evaluación, presenta una oportunidad de transformar cada uno de los procesos no solo evaluativos sino también de destrezas, habilidades y competencias, que promuevan hacia una nueva visión y misión de una educación superior de calidad, y con ello lograr mejores condiciones de vida de las y los estudiantes.
El objetivo de este diagnóstico es identificar de qué manera se puede mejorar los procesos de evaluación, que ocasione mal estar o nerviosismo de las personas a ser evaluadas; inclusive que los docentes empiecen a tomar con mayor seriedad y responsabilidad esta actividad educativa, que puede definir el futuro exitoso o de fracaso de los estudiantes.
Para el análisis de este tema fue necesario utilizar los siguientes métodos de investigación, la observación, entrevista, encuesta, las mismas que permitieron recopilar la información necesaria, desde fuentes primarias y secundarias.
The present final report begins with a summary of the main processes and evaluation factors, proposed by Magda Restrepo (2016), who provides an alternative to improve learning in higher education. Through the strategy of evaluating learning in the students, the aforementioned researcher analyzes and reflects on the advantages of this tool in higher education, so that they are taken as thesis topics for postgraduate students in Education Sciences degrees. This work provides the teacher and the student with greater responsibility to assess their own learning, to increase their self-confidence and to recover their self-esteem, and also to enable critical analysis on learning, teaching and evaluation. In Ecuador, as much as in other countries, the subject of evaluation in the field has generated important debates since it is currently considered that the form of evaluation guides the processes and, in particular, it guides the construction of life projects that make most of the evaluated vulnerable. Subjects as sensitive as those of educational quality, social justice, power and equity are derived directly from evaluative processes than from any other type of interventions in the classroom. Traditionally, in the school setting, the evaluation certifies whether a person is competent or incompetent, therefore it serves more to discriminate and punish than to encourage and develop self-reflection and better informed decision making. Over time, the conception of evaluation has changed and has become more elaborated and better informed. In the initial part of this work, seven factors proposed by Restrepo (2016) can be identified, through which the analysis of the evaluation instruments has been developed with methodological purposes and objectives, aimed at improving the quality of learning. The analysis of the evaluation instruments, considering these factors used for the diagnosis, share many of the aspects of the conventional paradigm, while the evaluation by rubrics and the competences are presented as a methodology for the teachers and students. This new proposal of evaluation instruments opens up many possibilities of reorientation of the role played by teachers and students. The proposal’s intention is based on the training of men and women, with skills and competencies that respond to the demands of society in general. The analysis of the assessment instruments and the results of the diagnosis in this study have been the basis to define and guide other actions and strategies that allow that decision making is carried out with better foundations and arguments on the evaluation model, that should be implemented in PUCESI, especially in the degree of Business Administration. Finally, this proposal with alternative criteria in the selection and design of assessment instruments, presents an opportunity to not only transform each of the evaluative processes, but also those processes related to competencies, skills and abilities, that promote a new vision and mission of a quality higher education, thus obtaining better conditions of life for the students.
The present final report begins with a summary of the main processes and evaluation factors, proposed by Magda Restrepo (2016), who provides an alternative to improve learning in higher education. Through the strategy of evaluating learning in the students, the aforementioned researcher analyzes and reflects on the advantages of this tool in higher education, so that they are taken as thesis topics for postgraduate students in Education Sciences degrees. This work provides the teacher and the student with greater responsibility to assess their own learning, to increase their self-confidence and to recover their self-esteem, and also to enable critical analysis on learning, teaching and evaluation. In Ecuador, as much as in other countries, the subject of evaluation in the field has generated important debates since it is currently considered that the form of evaluation guides the processes and, in particular, it guides the construction of life projects that make most of the evaluated vulnerable. Subjects as sensitive as those of educational quality, social justice, power and equity are derived directly from evaluative processes than from any other type of interventions in the classroom. Traditionally, in the school setting, the evaluation certifies whether a person is competent or incompetent, therefore it serves more to discriminate and punish than to encourage and develop self-reflection and better informed decision making. Over time, the conception of evaluation has changed and has become more elaborated and better informed. In the initial part of this work, seven factors proposed by Restrepo (2016) can be identified, through which the analysis of the evaluation instruments has been developed with methodological purposes and objectives, aimed at improving the quality of learning. The analysis of the evaluation instruments, considering these factors used for the diagnosis, share many of the aspects of the conventional paradigm, while the evaluation by rubrics and the competences are presented as a methodology for the teachers and students. This new proposal of evaluation instruments opens up many possibilities of reorientation of the role played by teachers and students. The proposal’s intention is based on the training of men and women, with skills and competencies that respond to the demands of society in general. The analysis of the assessment instruments and the results of the diagnosis in this study have been the basis to define and guide other actions and strategies that allow that decision making is carried out with better foundations and arguments on the evaluation model, that should be implemented in PUCESI, especially in the degree of Business Administration. Finally, this proposal with alternative criteria in the selection and design of assessment instruments, presents an opportunity to not only transform each of the evaluative processes, but also those processes related to competencies, skills and abilities, that promote a new vision and mission of a quality higher education, thus obtaining better conditions of life for the students.
Description
Keywords
Aprendizaje, Evaluación, Competencia