¿Evaluación tradicional o evaluación formativa?percepción del alumnado universitario sobre su implicación en el proceso
- Hortigüela Alcalá, David
- Pérez Pueyo, Ángel
- Hernando Garijo, Alejandra
- Calvo Salvador, Adelina (coord.)
- Rodríguez Hoyos, Carlos (coord.)
- Haya Salmón, Ignacio (coord.)
Publisher: Santander, AUFOP-Universidad de Cantabria, 2014
ISBN: 978-84-697-1382-2
Year of publication: 2014
Pages: 1438-1447
Congress: Congreso Internacional sobre la Formación del Profesorado (13. 2014. Santander)
Type: Conference paper
Abstract
In this study we analyze the perception of the students to the type of assessment received, or traditional or formative, considering the methodological factors involved. A sample of 466 students in 5 subjects from the University of Burgos was used, analyzing the student involvement in the learning process and the level of feedback perceived. Each of the subjects were divided into two groups (A and B), respectively, who received a traditional and formative assessment, answering scale assessment systems on initial training. The methodology was quantitative, using both a descriptive analysis (percentages) and inferential (contingency tables and χ2) versus each of the extracted factors. It’s observed how the students who have participated in processes of formative assessment have a greater involvement into the process and they believe that their process is more guided along the course, however, they assume that requires more work than the traditional systems of assessment.
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