DOI: https://doi.org/10.7203/relieve.26.1.17088

Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía


Resumen


¿Podemos estar seguros de que la evaluación en la educación superior satisface la necesidad de desarrollar y garantizar resultados de aprendizaje de alta calidad? La evaluación actual es típicamente una colección de prácticas convencionales que nunca han sido seriamente cuestionadas. Hace diez años, como parte de un proyecto nacional, representantes de universidades australianas se reunieron para identificar una agenda para el cambio en la evaluación. El documento resultante Evaluación 2020: siete propuestas para la reforma de la evaluación en la educación superior, se centró en cómo debía cambiar la evaluación para apoyar el aprendizaje a lo largo de la vida. Es decir, no se trata de cómo los estudiantes pueden aprobar el próximo examen, sino de que aprendan lo que será útil más allá del momento de la graduación.


Desde una perspectiva centrada en el aprendizaje, este documento analiza a nivel internacional el progreso que se ha producido en las universidades en torno a la reforma de la evaluación desde la perspectiva de uno de sus actores. Se inicia considerando el documento Evaluación 2020 para ver dónde aún se necesitan acciones. Se revisa algunos de los principales cambios en la evaluación en la educación superior y sus implicaciones. Estos incluyen el tránsito de comparar estudiantes (evaluación referida a normas) a juzgar resultados contra estándares (evaluación basada en estándares) y, lo que es más importante, el cambio conceptual de pasar de un propósito simple de la evaluación, como es el de certificar a los estudiantes, a considerar múltiples propósitos, incluyendo ayudar al aprendizaje y al desarrollo de la capacidad de los estudiantes para emitir sus propios juicios.


Palabras clave


Evaluación; Reforma de la evaluación; Educación superior; Juicio evaluativo

Texto completo:

PDF (English) PDF

Referencias


  • Ajjawi, R., Bearman, M., & Boud, D. (2019). Performing standards: A critical perspective on the contemporary use of standards in assessment, Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1678579

  • Ajjawi, R., Boud, D., & Marshall, D. (2020). Repositioning assessment-as-portrayal: what can we learn from celebrity and persona studies? In Bearman, M., Dawson, P., Ajjawi, R., Tai, J. & Boud, D. (Eds.) Re-imagining university assessment in a digital world. Springer.

  • Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M., & Molloy, E. (2016) Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education, 21(5), 545-556. https://doi.org/10.1080/13562517.2016.1160217

  • Bearman, M., Dawson, P., Bennett, S., Hall, M., Molloy, E. Boud, D., & Joughin, G. (2017). How university teachers design assessments: a cross disciplinary study. Higher Education, 74 (1), 49-64. https://doi.org/10.1007/s10734-016-0027-7

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning.  Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

  • Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. https://doi.org/10.1080/713695728

  • Boud, D. (2007). Reframing assessment as if learning was important. In Boud, D. & Falchikov, N. (Eds.) Rethinking Assessment for Higher Education: Learning for the Longer Term.  Routledge, 14-25. https://doi.org/10.4324/9780203964309

  • Boud, D. (2014). Shifting views of assessment: from secret teacher’s business to sustaining learning. In Kreber, C., Anderson, C., Entwistle, N. and McArthur, J. (Eds) Advances and Innovations in University Assessment and Feedback (pp. 13-31). Edinburgh University Press. https://doi.org/10.3366/edinburgh/9780748694549.003.0002

  • Boud, D. (2017). Standards-based assessment for an era of increasing transparency. In Carless, D., Bridges, S., Chan, C. and Glofcheski, R. (Eds). Scaling up assessment for learning in higher education (pp. 19-31). Springer. https://doi.org/10.1007/978-981-10-3045-1_2

  • Boud, D., & Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Australian Learning and Teaching Council.

  • Boud D., Ajjawi R., Dawson P., & Tai J. (Eds.). (2018). Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. Routledge. https://doi.org/10.4324/9781315109251 

  • Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462

  • Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3), 400-413. https://doi.org/10.1080/02602938.2015.1018133

  • Carless, D. (2015). Excellence in university assessment: Learning from award winning practice. Routledge. https://doi.org/10.4324/9781315740621

  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354

  • Clarke, J. L., & Boud, D. (2018). Refocusing portfolio assessment: curating for feedback and portrayal. Innovations in Education and Teaching International, 55(4), 479-486. https://doi.org/10.1080/14703297.2016.1250664

  • Deneen, C., & Boud, D. (2014). Patterns of resistance in managing assessment change. Assessment and Evaluation in Higher Education, 39(5), 577-591. https://doi.org/10.1080/02602938.2013.859654

  • Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (Eds.) (2019). The Impact of Feedback in Higher Education: Improving assessment outcomes for learners. Palgrave Macmillan https://doi.org/10.1007/978-3-030-25112-3

  • Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Educationhttps://doi.org/10.1007/s10734-019-00469-2

  • Jorre St Jorre, T., Boud, D., & Johnson, E. (2019) Assessment for distinctiveness: recognising diversity of accomplishments, Studies in Higher Education, https://doi.org/10.1080/03075079.2019.1689385

  • Joughin, G., Boud, D., & Dawson, P. (2019). Threats to student evaluative judgement and their management, Higher Education Research and Development, 38(3), 537-549. https://doi.org/10.1080/07294360.2018.1544227

  • Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20. https://doi.org/10.5204/intjfyhe.v1i1.13

  • Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: Mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1754784

  • Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A. (2019). Spanish university assessment practices: examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44 (3), 379-397. https://doi.org/10.1080/02602938.2018.1512553

  • Pereira, D., Niklasson, L., & Flores, M. A. (2017). Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden. Higher Education73(1), 153–173. https://doi.org/10.1007/s10734-016-0005-0

  • Rodríguez-Gómez, G., Quesada-Serra, V., & Ibarra-Sáiz, M. S. (2016). Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. Assessment & Evaluation in Higher Education, 41(1), 35–52. https://doi.org/10.1080/02602938.2014.979132

  • Quesada-Serra, V., Rodríguez-Gómez, G., & Ibarra-Sáiz, M. S. (2016). What are we missing? Spanish lecturers’ perceptions of their assessment practices. Innovations in Education and Teaching International, 53(1), 48-59. https://doi.org/10.1080/14703297.2014.930353

  • Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76, 467–481.  https://doi.org/10.1007/s10734-017-0220-3

  • Van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34, 205-214. https://doi.org/10.3109/0142159X.2012.652239

  • Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 34, 535-557. https://doi.org/10.1080/14703297.2018.1564882

  • Winstone, N., & Carless, D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Routledge. https://doi.org/10.4324/9781351115940


Enlaces refback

  • No hay ningún enlace refback.




Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional.

https://ojs.uv.es/public/site/images/aliaga/scopus_170  https://ojs.uv.es/public/site/images/aliaga/esci_225