Students’ Perception about Learning Assessment in Higher Education

This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students...

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Detalles Bibliográficos
Autores: Rodríguez-Espinosa, Holmes, Restrepo-Betancur, Luis Fernando, Luna-Cabrera, Gloria Cristina
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:Costa Rica
Institución:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Idioma:español
inglés
OAI Identifier:oai:www.revistas.una.ac.cr:article/7205
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205
Access Level:acceso abierto
Palabra clave:Assessment procedure
student satisfaction
university assessment
Evaluación universitaria
procedimiento de evaluación
satisfacción estudiantil
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dc.title.none.fl_str_mv Students’ Perception about Learning Assessment in Higher Education
Percepción del estudiantado sobre la evaluación del aprendizaje en la educación superior
title Students’ Perception about Learning Assessment in Higher Education
spellingShingle Students’ Perception about Learning Assessment in Higher Education
Rodríguez-Espinosa, Holmes
Assessment procedure
student satisfaction
university assessment
Evaluación universitaria
procedimiento de evaluación
satisfacción estudiantil
title_short Students’ Perception about Learning Assessment in Higher Education
title_full Students’ Perception about Learning Assessment in Higher Education
title_fullStr Students’ Perception about Learning Assessment in Higher Education
title_full_unstemmed Students’ Perception about Learning Assessment in Higher Education
title_sort Students’ Perception about Learning Assessment in Higher Education
dc.creator.none.fl_str_mv Rodríguez-Espinosa, Holmes
Restrepo-Betancur, Luis Fernando
Luna-Cabrera, Gloria Cristina
author Rodríguez-Espinosa, Holmes
author_facet Rodríguez-Espinosa, Holmes
Restrepo-Betancur, Luis Fernando
Luna-Cabrera, Gloria Cristina
author_role author
author2 Restrepo-Betancur, Luis Fernando
Luna-Cabrera, Gloria Cristina
author2_role author
author
dc.subject.none.fl_str_mv Assessment procedure
student satisfaction
university assessment
Evaluación universitaria
procedimiento de evaluación
satisfacción estudiantil
topic Assessment procedure
student satisfaction
university assessment
Evaluación universitaria
procedimiento de evaluación
satisfacción estudiantil
description This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA) with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.
publishDate 2016
dc.date.none.fl_str_mv 2016-09-01
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv Revista Electrónica Educare; Vol. 20 No. 3 (2016): Educare Electronic Journal (september-december); 1-17
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spelling Students’ Perception about Learning Assessment in Higher EducationPercepción del estudiantado sobre la evaluación del aprendizaje en la educación superiorRodríguez-Espinosa, HolmesRestrepo-Betancur, Luis FernandoLuna-Cabrera, Gloria CristinaAssessment procedurestudent satisfactionuniversity assessmentEvaluación universitariaprocedimiento de evaluaciónsatisfacción estudiantilThis research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA) with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.El objetivo de esta investigación fue conocer la percepción de estudiantes de universidad sobre la evaluación del aprendizaje llevada a cabo por sus docentes, su nivel de objetividad y habilidad, entre otros aspectos. El estudio se realizó en Medellín, Colombia, entre enero y julio de 2015, utilizando como tamaño definitivo de la muestra 400 estudiantes de instituciones universitarias públicas y privadas, seleccionada en forma aleatoria. Los datos fueron analizados utilizando análisis multivariado de la varianza (MANOVA) con contraste canónico de tipo ortogonal, análisis del factor y análisis de frecuencias de tipo unidimensional. Se encontró que la percepción de este estudiantado universitario sobre las prácticas evaluativas de sus docentes es buena. Se identificaron diferencias altamente significativas entre hombres y mujeres en su percepción sobre la evaluación del aprendizaje. El estudiantado considera que las prácticas evaluativas han contribuido a mejorar su aprendizaje y son acordes con los objetivos de aprendizaje; a pesar de ello, la mayoría manifiesta que alguna vez ha sentido que su docente no es objetivo en la evaluación y que el profesorado utiliza a menudo preguntas que confunden y preguntas muy teóricas, sin aplicación a la práctica; manifiesta, además, que el profesorado no utiliza otras prácticas diferentes a la evaluación tradicional como la evaluación por pares, coevaluación o autoevaluación; tampoco utiliza a menudo plataformas virtuales para realizar evaluaciones. Estos hallazgos implican la necesidad de mejorar la formación docente en habilidades evaluativas que permitan planificar la evaluación como estrategia para mejorar el aprendizaje, involucrando de manera activa al estudiantado.Universidad Nacional, Costa Rica2016-09-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipaudio/mpegaudio/mpegapplication/xmlhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/720510.15359/ree.20-3.18Revista Electrónica Educare; Vol. 20 No. 3 (2016): Educare Electronic Journal (september-december); 1-17Revista Electrónica Educare; Vol. 20 Núm. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-17Revista Electrónica Educare; v. 20 n. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-171409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaenghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205/16536https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205/9875https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205/9876https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205/9877https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205/9878https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7205/10753Derechos de autor 2016 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:23:21Zoai:www.revistas.una.ac.cr:article/7205Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:23:21Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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