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Language Revista electrónica de investigación y evaluación educativa, 2017, vol. 23, no 1
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- Relocating within the university. Proposal of a relocation rate based on a study of educational trajectories(2017) Villar Aguilés, Alícia; Hernàndez i Dobon, Francesc Jesús; García Ros, RafaelThe university has undergone important changes in recent years as the expansion of greater heterogeneity in the student profile. This reality has led to significant changes in the university access, the achievement and the exit to the labour market. Students from different socioeconomic backgrounds, different access pathways and incorporated into the university with different expectations and rhythms are producing a diversification of educational paths. In this sense, a higher frequency of educational pathways that trigger changes and school leavers occurs, which has meant that numerous studies have been developed to determine the explanatory factors. This article approaches the changes of degrees and dropouts of university studies using the concept of ?academic relocation? through an analysis of educational pathways of 60,300 subjects. The period examined have been six academic years (2009-10 to 2014-15). The main aim is to study the ?relocations? between undergraduate degrees for, from this, proposes a new indicator: the ?rate of relocations?. The perceived differences between degrees and their grouping by branches of knowledge allow noting the important institutional heterogeneity
- Soft Skills assessment through virtual environments in the university sector : A narrative review(2017) Ruiz Morales, Yovanni; Biencinto López, Chantal; García García, Mercedes; Carpintero Molina, ElviraThe paper presents a narrative on the state of the question about the teaching and assessment of generic soft skills through Virtual Environments (VEs) in universities, based on consultation of scientific journals in electronic and printed format published between 2000 and 2014, as well as research projects focused on the development of generic skills through VEs. The paper summarises the theoretical and empirical contributions as a way of providing a greater insight into a line of research that began barely a decade ago. Soft skills related to student training, when combined with specific skills, enable better performance in personal, academic, social and organisational settings. This premise implies the need to consider the development of new methodologies for teaching, learning and assessment of soft skills. Results include the value of soft skills in training university students, as well as the development of innovative projects focused on the provision of teaching and assessment procedures that are feasible and effective for the achievement of soft skills assessment in VEs.
- The impact of PISA in the Spanish society : the case of written press(2017) González Mayorga, Héctor; Vidal, Javier; Vieira Aller, María JoséEn la última década los resultados de los diferentes Informes PISA han avivado el debate sobre la calidad de nuestro sistema educativo, repercutiendo en la opinión pública y en la toma de decisiones en el plano político. En el presente estudio se analiza el impacto que han tenido los resultados de PISA en la sociedad española a través de las noticias publicadas en el periódico «El País» desde el 2001 al 2014, atendiendo a las siguientes cuestiones: a) los subgéneros periodísticos utilizados para hablar de PISA y su autoría; b) la evolución de las noticias desde PISA 2001 hasta PISA 2012; y c) la frecuencia de uso de las competencias evaluadas por PISA como argumento informativo. Los resultados muestran la gran trascendencia de la evaluación PISA en prensa, sobre todo desde la edición del Informe correspondiente al año 2003 y reflejado en su mayoría en artículos de carácter informativo-descriptivo. Por otro lado, se evidencia el tratamiento que hacen los medios de comunicación escrita a las competencias matemática, científica y lectora, dando una mayor relevancia a esta última en los últimos años. Por último, se concluye que la prensa escrita ha sido un gran contribuyente a la hora de trasladar los resultados obtenidos en PISA a la opinión pública, a pesar del uso inadecuado que se hace en ocasiones de los datos sin tener en cuenta las limitaciones del propio estudio.
- Family involvement in early childhood education(2017) Parra Martínez, Joaquín; Gomariz Vicente, María Angeles; Hernández Prados, María Ángeles; García Sanz, María PazThe benefits of the family implication in the educational process of children and its repercussion in the quality of the education are facts widely demonstrated. The aim of this research knew the range of possible groups whose children study in the stage of childhood education, formed from a set of variables of family participation and sociodemographics. Thus, this research counted on the help of 1953 Spanish families by means of a questionnaire ad hoc of 66 items, with high reliability. After further Cluster Analysis, the results show four family profile: 1) participative profile non normative, 2) non participative profile of not Spanish nationality, 3) participative profile normative 4) non normative profile of Spanish nationality. The more diffuse profile is number two, with no significant differences with the rest of the profiles. In addition, the magnitude of the differences between some profiles is not totally defined.
- The evaluator´s professional development in institutions specializing in functional diversity(2017) Muñoz-Cantero, Jesús-Miguel; Espiñeira-Bellón, Eva-María; Losada-Puente, LuisaThe purpose of this study is to analyze the development of the evaluations process by those professionals who carry out evaluations with regard to functional diversity. This evaluative research is conducted with a mixed approach that combines qualitative and quantitative data collection and data analysis techniques. The sample consists of 108 professionals from 31 institutions dedicated to adults with intellectual disabilities, and from five special educational centers. The sample selection, the design, and the interpretation of results are based on the assumption that the academic profiles of professionals in these institutions are heterogeneous, and that they perform complementary functions of intervention and evaluation. Results show a wide variety of professional functions of both diagnosis and process and product evaluation, and of planning, intervention and communications of results, highlighting evaluations by multiple professionals. Some generic difficulties (lack of time, information, resources, etc.) and specific difficulties from the studied context (difficulty of providing individual attention, poor administration support, etc.) are noted. For these professionals, evaluation is mainly used to reflect on their work, to self-evaluate for progress, and possibly to further commit to the people involved. Results are discussed, and possible actions to counter the expressed difficulties are proposed
