Log In 
Language Revista electrónica de investigación y evaluación educativa, 2020, vol. 26, no 1
Permanent URI for this collection
Browse
Recent Submissions
- University dropout : Prevention patterns through the application of educational data mining(2020) Urbina Nájera, Argelia Berenice; Camino Hampshire, José Carlos; Cruz Barbosa, RaúlRecently, the use of educational data mining techniques has gained great relevance when applied to performance prediction, creation of predictive retention models, behaviour profiles and school failure, amongst others. For the present paper we applied an attribute selection algorithm to identify the most important factors influencing drop out decision. Decision trees were used to define patterns that can alert an imminent dropout. A tool was adapted and administered online to 300 students from public HEIs, and 200 students from private HEIs currently enrolled on a higher education program. By means of the attribute selection algorithm, 27 relevant factors were found. Within the three main factors, the lack of counselling, an adequate student environment and academic follow-up were recognized, whilst, 7 patterns were found through the decision tree. These included factors such as: student environment, insufficient financial support, experience of an uncomfortable situation and place of career choice, amongst others. Finally, it has been seen that school drop-out does not depend on a single factor but is multifactorial. It is imperative to expand the sample to include other cities. This will enable various algorithms to be applied, providing greater information and leading to the establishment of accurate mechanisms for reducing university drop-out rates, according to the characteristics of the student population in each region.
- The future of assessment in Higher Education(2020) Ibarra Saiz, María Soledad; Rodríguez Gómez, Gregorio; Boud, David; Rotsaert, Tijs; Brown, Sally; Salinas, Marta Lorena; Rodríguez Gómez, Hilda MarThe pending challenge of assessment in higher education, although also at other educational levels, continues to be its effective link with student learning. Students' strategic learning could and should be achieved by the assessment. This paper arises from the attempt to answer the question about what would be the future of assessment in higher education and it is presented under the form of a collaborative text that was elaborated by all the authors who sign it. This contribution offers a joint reflection by various authors from different contexts and regions on three essential aspects. First, the need for reflection and a change in assessment based on current trends that are demonstrating their timeliness and validity is highlighted. A second issue focuses on the value of technology for the changes that are taking place on assessment, but as long as it adapts to its principles and, therefore, does not imply a return to the last century under the dominance of models today widely overcome. Together with the use of technology-enhanced assessment, the interrelationship between assessment and learning implies to redesign assessment practices, to incorporate proposals from the fields of social justice and sustainable assessment, the design of authentic assessment tasks, to promote feedback and encourage students? participation. In brief, to collaborate to develop the students' evaluative judgment in order to achieve free, socially responsible and fair citizens.
- An Analysis of Shared Grading in Co-Assessment Practices by Teachers and Students(2020) Gómez Ruiz, Miguel Ángel; Quesada Serra, VictoriaDentro de la variedad existente en las tendencias actuales sobre la evaluación de estudiantes, se encuentra el propósito común de relacionar evaluación y aprendizaje. La retroalimentación, la democratización, la coherencia y la relevancia son cuatro tópicos aglutinadores sobre los que giran la mayoría de los planteamientos y avances teóricos y prácticos en este ámbito. Como forma concreta de cristalizar una evaluación dialógica, democrática y justa, se propone la modalidad participativa de la evaluación colaborativa en la que docentes y estudiantes se reparten la responsabilidad, negociando y consensuando de forma conjunta el valor de las tareas y en nuestro caso, también la calificación final. El propósito de este estudio, que ha involucrado a un total de 100 alumnos y 2 docentes, es precisamente la comprobación del grado de relación existente entre las calificaciones compartidas de 4 tareas universitarias con las que habrían aportado en solitario el docente y el grupo de estudiantes. Se ha seguido un diseño de investigación correlacional y se ha comprobado la existencia de diferencias significativas. Los resultados muestran la estrecha correlación entre las calificaciones compartidas y las calificaciones del docente, aunque se han hallado diferencias estadísticamente significativas entre estas. Por otro lado, no se han encontrado diferencias entre las calificaciones compartidas y las calificaciones de los estudiantes. Las repercusiones de estos resultados, hacen reflexionar, entre otras cuestiones, sobre la posibilidad real de ajustar dichas calificaciones abiertas a la participación de los estudiantes en contextos universitarios donde las repercusiones sobrepasan de largo el ámbito únicamente formativo.
- Evaluation of research on the Knowledge Building pedagogy : a mixed methodological approach(2020) Gutiérrez Braojos, Calixto; Montejo Gámez, Jesús; Poza Vilches, María de Fátima; Marín Jiménez, Ana EugeniaLa Construcción de Conocimiento (CC) es un marco teórico que promueve la indagación colectiva para resolver problemas del conocimiento relevantes en una comunidad educativa. Hay un número cada vez mayor de autores que buscan los beneficios de este enfoque, por lo que se necesita una visión general de las tendencias de la investigación. El objetivo de este estudio es proporcionar el estado del arte relacionado con la producción de investigación sobre la pedagogía de la Construcción de Conocimiento, incluidas las tendencias y temas relevantes. En este estudio se aplicó un diseño explicativo secuencial que combina los enfoques cuantitativos (análisis cienciométrico) y cualitativos (revisión sistemática). La muestra se seleccionó de las producciones más recientes publicadas en revistas indexadas en la base de datos Web of Science. El análisis cienciométrico muestra una dinámica de publicación típica de un campo de investigación emergente. En la fase cualitativa, el análisis revela las tendencias de investigación sobre la creación de conocimiento, así como los beneficios de ponerlo en práctica en una amplia gama de contextos, exponiendo que la tecnología es un componente relevante del aprendizaje basado en la pedagogía. Estos beneficios se refieren principalmente a la profundidad de pensamiento de los individuos y las habilidades de colaboración dentro de entornos de aprendizaje sostenidos por computadora.
- Influence of educational factors on the education-job match in men and women(2020) Rodríguez Esteban, Agustín; Vidal García, JavierIn Spain, the number of job mismatch graduates is higher than in other surrounding countries. The reasons for this phenomenon differ, to a certain extent, according to the gender of the worker. This research analyses the educational factors that best predict education-job match in men and women. The two most frequent education-job match types have been analyzed: vertical match and horizontal match. Data have been obtained from the 2014 University Graduates Labor Insertion Survey prepared by the National Statistics Institute. We have worked with a sample of 19272 individuals. In addition to contingency tests, the predictive value of the educational variables was explored using binary logistic regression analysis. We find, as a main result, that variables such as the area of study, the possession of another university degree, the level of languages or the knowledge of new technologies have a greater influence on the education-job match in the case of women. The results can be explained on the basis of different theories which indicate that the reasons that lead an individual to choose a job not related to his training differ according to the gender of the worker. Family obligations continue to be elements that condition, to a large extent, women's employment decisions. Labor market seems to value the skills acquired by men and women differently.
- Evaluating Assessment. Validation with PLS-SEM of ATAE Scale for the Analysis of Assessment Tasks(2020) Ibarra Saiz, María Soledad; Rodríguez Gómez, GregorioOne of the essential functions of university teachers lies in the decision-making process regarding the various components included in assessment process design, where the quality of assessment tasks is a key aspect. This study presents both validation of an instrument for students to evaluate the assessment tasks and the model that upholds the relationships between constructs that characterise the assessment tasks. Working from a review of the literature, a theoretical model has been devised featuring the characteristics of the assessment tasks and the relationships between them. The Analysis of the Assessment and Learning Tasks questionnaire (ATAE) has been designed to check them, based on a formative measurement model. Using a cohort design, a total of 1,166 questionnaires were obtained, completed by students from the Business Administration and Management (BAM) and Finance and Accounting (F&A) degree courses. The measurement model and the structural model were evaluated by means of the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique using SmartPLS_3 software. The results show no collinearity problems plus high levels of absolute and relative importance for each questionnaire item. From the students? perception, it should be highlighted that the challenging aspect of an assessment task is related to transfer of learning, and that this is measured by use of communication strategies and demonstration of in-depth understanding.
- Self-regulated learning and formative assessment process on group work(2020) Fraile, Juan; Gil Izquierdo, María; Zamorano Sande, David; Sánchez Iglesias, IvánThis study aimed to design and implement a formative assessment context for a group assignment. This setting is based on self-regulated learning, the beneficial practices exposed in the literature and the challenges for the next decade. We carried out quantitative research using two questionnaires to measure self-regulated learning skills and the way of working as a group. The participants were 88 students getting a degree in Sports Sciences. Results showed that the reported way of working in groups has no impact on performance. Furthermore, higher self-regulation in their learning style and the use of assessment criteria led to higher performance. We did not find any differences regarding avoidance self-regulation style. We discuss theoretical and educational implications.
- Emotional intelligence and participatory practices with the family in early intervention(2020) Marco Arenas, María; García Sánchez, Alberto; Sánchez López, María CristinaUna preocupación actual en la disciplina de Atención Temprana es conseguir mejorar la intervención y colaboración con la familia, a partir de unas adecuadas prácticas participativas. El objetivo fue comprobar si determinadas habilidades de inteligencia emocional, en los profesionales, pueden estar vinculadas con un mayor o menor ejercicio de prácticas participativas con la familia. En esta investigación participaron 420 profesionales, 25 hombres y 387 mujeres, de 13 Comunidades Autónomas de España. Cumplimentaron dos instrumentos el Trait Meta-MoodScale (TMMS-24) del grupo de investigación de Salovey y Mayer, traducido por Fernández-Berrocal y Extremera (2006); Inventario sobre Práctica profesional en Atención Temprana (IPPAT), creado al efecto. Los resultados demuestran que los profesionales de Atención Temprana realizan prácticas participativas en sus intervenciones y poseen altos niveles de habilidad emocional. Con todo encontramos diferencias significativas en estas prácticas participativas en función de sus puntuaciones en las habilidades emocionales. Los resultados se discuten también en términos de sus implicaciones de cara a la formación de futuros profesionales en Atención Temprana.
- Student involvement in assessment : involving the whole student in pursuit of social justice and the social good(2020) McArthur, JanIn this article I offer a perspective on student involvement in assessment informed by critical theory and underpinned by a commitment to greater social justice within and through higher education. It builds on earlier work on assessment for social justice to argue that student involvement in assessment must be considered more broadly than simply students doing particular tasks. Instead, we must think of the student as a whole person, socially situated, and the ways in which engagement with assessment tasks nurtures both individual and social wellbeing. There are three streams to the argument proposed. Firstly, that scholarship on assessment should do more to problematise the nature of knowledge and that understanding the complexities of knowledge in higher education has links to both the experiences of our student as a whole person and social justice. Secondly, that the purposes of assessment should be orientated to the critical theory notion of a social good, in which individual and social wellbeing are dialectically inter-related. Finally, in thinking of the student?s involvement in assessment we must go beyond the conflation of the real world with the world of work which features in much of the literature on authentic assessment. Instead, I propose the importance of understanding the economic realm as a broad and heterogenous sphere and one that cannot be disarticulated from the social realm.
- Academic honesty as a criterion for evaluating the work of university(2020) Espiñeira-Bellón, Eva-María; Mosteiro García, María Josefa; Muñoz-Cantero, Jesús-Miguel; Porto Castro, Ana MaríaThe main objective of this work is to know the perception of the undergraduate and master students of the three Galician universities about the plagiarism commission and check the relationship between it and the citation of documentary sources as a criterion for the evaluation of academics works by teachers of the different knowledge areas. The sample is made up of 8.943 students, with an approximate average age of 21 years, approximately 66% of women and from all knowledge areas. To collect the information, the Questionnaire for the Detection of Coincidences in Academic Works (CUDECO) is used. The data indicates that students have a lower predisposition to commit plagiarism in the event that teachers take action on it in the evaluation process. In conclusion, it is possible to establish a greater need for research about the characteristics of evaluation systems and, consequently, also about the characteristics of the teaching-learning process.
- Challenges in reforming higher education assessment : a perspective from afar(2020) Boud, DavidCan we be sure that assessment in higher education meets the need of developing and assuring high quality learning outcomes? Current assessment is typically a collection of conventional practices that have never been seriously questioned. Ten years ago, as part of a national project, representatives from Australian universities came together to identify an agenda for change in assessment. The resulting document?Assessment 2020: Seven propositions for assessment reform in higher education?focused on how assessment needed to change to support long term learning. That is, not how students can pass the next exam, but learning that is useful beyond the point of graduation. From a learning-centred view this paper examine progress on assessment reform in universities internationally from the perspective of one of the players. It starts by considering Assessment 2020 to see where action is still needed. It reviews some of the major shifts in assessment in higher education and considers their implications. These include the move from comparing students (norm-referencing) to judging outcomes against standards (standards-based); and importantly, the conceptual shift from the single purpose of assessment as certifying students to multiple purposes including aiding learning and building the capacity of students to make their own judgements.
- Analysis of pre-service teachers? attitudes towards inclusive education(2020) Rodríguez Fuentes, Antonio; Caurcel Cara, María JesúsThe rise of global policies, guarantors of a democratic education, materialized in a model of inclusive school for everyone is not yet a tangible reality. Their education policies that are in place do not contribute to it?s cause. From this problem arises the purpose to study such professional education policies, in order to develop a consistent attitude, among professionals, with the acceptance of the otherness and it?s correspondent education requirements. The design followed for this study is quantitative, transversal, non-experimental, descriptive and correlational, making use of two standard and confirmed questioners, given to 712 university graduates, which data underwent different analysis: percentage, central tendency, dispersion, differentials and correlational. It is shown the correct attitude to deal with people with disabilities, as well as, the need to implement strategies to effectively attend to this groups in the academic context, after establishing differences between groups and the scarce consistency of individuals, which prevent us from talking about consolidated patterns.
