Creencias y concepciones docentes sobre la evaluación de los aprendizajes en el contexto universitario
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2013-03-13
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Pontificia Universidad Católica del Perú
Abstract
El presente es un estudio de casos cuyo propósito es caracterizar las creencias y
concepciones sobre la evaluación de los aprendizajes. Se entrevistó a seis docentes de la
carrera de psicología de una universidad privada de Lima, seleccionando dos de cada
ejse de formación en los que se divide el currículo de la especialidad: teórico, instrumental
y metodológico. A modo de triangulación, se comparó el análisis del discurso, con un
análisis documentario de material que reflejara la práctica evaluadora. Los resultados
muestran que las creencias y concepciones median sus posturas y prácticas respecto a la
evaluación de aprendizajes. Se evidenció que su proceso de evaluación carece de
rigurosidad, al planificarse de acuerdo a las creencias y no a partir de los objetivos de
aprendizaje. Consecuentemente, se genera una disociación entre las metas de
aprendizaje, las tareas a partir de las cuales son evaluadas, y la valoración de los
resultados obtenidos; afectando la validez, confiabilidad y justicia del proceso. Asimismo,
privilegian el resultado del aprendizaje antes que el proceso o ejecución de una
competencia, aproximándose a una evaluación de tendencia tradicional. Solo dos
docentes que contaban con formación pedagógica, mostraron características que los
acercan a una evaluación de tendencia auténtica, como por ejemplo el desarrollo de
criterios de desempeño formales. Esto evidencia que, actualmente, conviven en el
contexto universitario ambas tendencias de evaluación de los aprendizajes. Se plantea
como recomendaciones realizar un estudio con un grupo más amplio que permita
identificar la relación entre las prácticas evaluadoras y las metas de formación de dicha
carrera, para reconocer las necesidades de formación de los docentes en cuanto a la
evaluación de los aprendizajes.
Palabras clave: creencias docentes, concepciones docentes, evaluación de aprendizajes,
evaluación auténtica, evaluación tradicional, educación superior
The aim of this case study is to explore teachers’ beliefs and conceptions about learning assessment. Interviews were conducted with six lecturers from the Psychology Department of a private University in Lima, Peru. They were selected according to the 3 parts in which the curriculum is divided: theoretical, instrumental, methodological. In order to triangulate information, speech analysis was compared with the analysis of the documentation regarding the assessment practice. The results of the qualitative analysis showed that teachers’ beliefs and conceptions influence their positions and practices about learning assessment. Results showed that their assessment process wasn’t strict, because they design assessment from beliefs rather than learning goals. Consequently, there is a divorce between learning goals, assessment task, and outcomes valuation, affecting its validity, reliability and justice. Furthermore, teachers prefer learning outcomes rather than performance, approaching to a traditional assessment trend. Only two teachers with pedagogical degrees showed aspects of an authentic assessment trend in their practices. This proofs that nowadays both trends coexist in higher education. A study with a larger group is recommended in order to identify the relationship between assessment practices and career goals; this would be helpful to recognize teachers’ needs regarding learning assessment. Keywords: Teachers’ beliefs, teachers’ conceptions, learning assessment, authentic assessment, traditional assessment, higher education
The aim of this case study is to explore teachers’ beliefs and conceptions about learning assessment. Interviews were conducted with six lecturers from the Psychology Department of a private University in Lima, Peru. They were selected according to the 3 parts in which the curriculum is divided: theoretical, instrumental, methodological. In order to triangulate information, speech analysis was compared with the analysis of the documentation regarding the assessment practice. The results of the qualitative analysis showed that teachers’ beliefs and conceptions influence their positions and practices about learning assessment. Results showed that their assessment process wasn’t strict, because they design assessment from beliefs rather than learning goals. Consequently, there is a divorce between learning goals, assessment task, and outcomes valuation, affecting its validity, reliability and justice. Furthermore, teachers prefer learning outcomes rather than performance, approaching to a traditional assessment trend. Only two teachers with pedagogical degrees showed aspects of an authentic assessment trend in their practices. This proofs that nowadays both trends coexist in higher education. A study with a larger group is recommended in order to identify the relationship between assessment practices and career goals; this would be helpful to recognize teachers’ needs regarding learning assessment. Keywords: Teachers’ beliefs, teachers’ conceptions, learning assessment, authentic assessment, traditional assessment, higher education
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Keywords
Aprendizaje--Evaluación., Educación superior--Investigaciones--Perú., Profesores universitarios.
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