Assessment and learning: is it time to rethink student activities and academic roles?

• Autores: Chris Trevitt, Elinor Breman, Claire Stocks
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 30, Nº 2, 2012, págs. 253-270
• Idioma: inglés
• DOI: 10.6018/rie.30.2.153441
• Títulos paralelos:
  • Evaluación y aprendizaje: ¿es ya el momento de replantearse las actividades del alumnado y los roles académicos?
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 24 Citas
• Resumen
  • español

    Tradicionalmente el profesorado se ha encargado de realizar la evaluación una vez que se ha producido la enseñanza y el aprendizaje. En este artículo hacemos algunas consideraciones que creemos oportuno presentar acerca de nuestro enfoque sobre la evaluación y sobre quiénes están implicados en los momentos de valoración que se consideran punto clave de la evaluación formativa y sumativa. Es más probable que la evaluación produzca un aprendizaje de más valor si algunos de los juicios empleados provienen de los estudiantes y no de los profesores (Boud, 1990; Nicol and McFarlane-Dick, 2006). En base a dos estudios mostramos cómo el desarrollo de las habilidades de los estudiantes en la evaluación y, concretamente, en la autoevaluación puede tomar más protagonismo en el currículum y en los objetivos de aprendizaje. Nuestra experiencia sugiere que no sólo se puede mejorar el aprendizaje de los estudiantes de esta manera, sino que los profesores también pueden ganar en eficacia. Se trata de resultados que cobran relevancia conforme intentamos encontrar formas de superar las expectativas que suponen un reto y que experimentan los académicos hoy en día

  • English

    Traditionally, assessment has been seen as something done by academics after the teaching and learning takes place. In this paper we argue that it is timely to rethink our approach to assessment, and who is implicated in the acts of judgement which lie at the heart of both formative and summative assessment. Assessment is more likely to lead to valued learning if some of the judgement employed belongs to students, and not just the academic-teachers (Boud, 1990; Nicol and McFarlane-Dick, 2006). Through two case studies, we illustrate how the development of students’ skills in assessment and especially self-assessment can become more prominent in our curriculum and learning objectives. Our experiences suggest not only that student learning can be enhanced in this fashion, but that there are efficiency gains for teaching academics too: outcomes that become especially important as we seek ways to overcome the challenging expectations experienced by modern-day academia

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