Titulo:
Implications of continuous assessment through pedagogical practice rubrics
.
Sumario:
It is now evident that there is a need for teaching-learning practices that aim develop the skills that students need to adapt to the demands of society and the competitiveness of the labor market. This research project conducted an empirical study to identify pedagogical practices that are associated with continuous assessment using rubrics as instruments for assessing of competencies within the university context.  The evidence shows that there is a low evaluation quality and culture, few agreements regarding the reliability of the rubric, significant agreement on the effectiveness of the rubric for training purposes, and broad agreement regarding the feedback function, the need for teaching aids and policy support for the de... Ver más
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Implications of continuous assessment through pedagogical practice rubrics Implications of continuous assessment through pedagogical practice rubrics It is now evident that there is a need for teaching-learning practices that aim develop the skills that students need to adapt to the demands of society and the competitiveness of the labor market. This research project conducted an empirical study to identify pedagogical practices that are associated with continuous assessment using rubrics as instruments for assessing of competencies within the university context.  The evidence shows that there is a low evaluation quality and culture, few agreements regarding the reliability of the rubric, significant agreement on the effectiveness of the rubric for training purposes, and broad agreement regarding the feedback function, the need for teaching aids and policy support for the development  of the rubric.The findings of this empirical analysis provide the first applied research evidence of the need to design educational policies to unify the cri- teria for outlining and applying a competency assessment model that will strengthen higher education practices in Colombia. It is now evident that there is a need for teaching-learning practices that aim develop the skills that students need to adapt to the demands of society and the competitiveness of the labor market. This research project conducted an empirical study to identify pedagogical practices that are associated with continuous assessment using rubrics as instruments for assessing of competencies within the university context.  The evidence shows that there is a low evaluation quality and culture, few agreements regarding the reliability of the rubric, significant agreement on the effectiveness of the rubric for training purposes, and broad agreement regarding the feedback function, the need for teaching aids and policy support for the development  of the rubric.The findings of this empirical analysis provide the first applied research evidence of the need to design educational policies to unify the cri- teria for outlining and applying a competency assessment model that will strengthen higher education practices in Colombia Castillo Tabares, Ruben Hernandez Valencia, Jaime Munevar Mesa, Omar Portilla Portilla, Monica Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. 16 1 Núm. 1 , Año 2014 : Revista Horizontes Pedagogicos Artículo de revista Journal article 2015-08-11T00:00:00Z 2015-08-11T00:00:00Z 2015-08-11 application/pdf Bogotá: Corporación Universitaria Iberoamericana Horizontes pedagógicos 0123-8264 2500-705X https://horizontespedagogicos.ibero.edu.co/article/view/16107 10.33881/0123-8264.16107 https://doi.org/10.33881/0123-8264.16107 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ 78 88 Andrade, H. & Du, Y. (2005). Practical Assessment Research & Evaluation. Student perspectives on rubric-referenced assessment. Volume 10 Number 3, ISSN 1531-7714. Universidad de Albany. Andrade, H.; Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 1 (2), 199-214. Bessell, A., Burke, M., Plaza, M., Lee, O., & Schumm, J. (2008). The educational reform rating rubric: Example of a new tool for evaluating complex school reform initiatives. Field Methods, 20(3), 283-283-295. Castillo, R. (2012). Interacción entre innovación tecnológica y cambio organizacional, y relaciones laborales de la era informacional. Magazín Empresarial, 8(16), 41-50. Colombia: Universidad Santiago de Cali. Cizek, G. (2009). Reliability and validity of information about student achievement: Comparing large-scale and classroom testing contexts. Theory into Practice, 48(1), 63-71. Jönsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational con- sequences. Educational Research Review, 2. Kerby, D., & Romine, J. (2010). Develop oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85(3), 172-172-179. Ley 1324 de 2009. Ministerio de Educación Nacional. Disponible en Web: http://www.mineducacion. gov.co/1621/article-210697.html Monedero, J. J. (1998). Bases teóricas de la evaluación educativa, Málaga: Ediciones Aljibe. Ortiz, A. (2009). Manual para elaborar el modelo pedagógico de la Institución Educativa. ISBN978-9588152-67-7. Barranquilla - Colombia: Editorial Antillas. Padilla, M.T. & Gil, J. (2008). La evaluación orientada al aprendizaje en la educación superior: condiciones y estrategias para su aplicación en la docencia universitaria. Revista Española de Pedagogía, 66(241), 467-486. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press. Porto, M. (2002). Aproximación a la percepción de los alumnos sobre la evaluación de sus aprendizajes: un estudio compartido. Cuadernos Nº 15, FHYCS- UN. Ju. Argentina: Universidad Nacional de Jujuy. Reddy, M.Y. (2011). Design and development of rubrics to improve assessment outcomes. A pilot study in a master’s level business program in India. Quality Assurance in Education, 19(1), 84-104. Reddy, M.Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435 448. Resnick, D. P. & Resnick, L. (1985). Standards, cu- rrículum, and performance: A historical and comparative perpective, en Educational Researcher. Reynolds, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research & Evaluation. Rezaei, A.R., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39. Rodríguez, J. & Gil, J. (2011). Las autoevaluaciones y las rúbricas como instrumentos reguladores del aprendizaje. En Grupo EvalFor (Ed.). Experiencias innovadoras en el aprendizaje a través de la eva- luación. Evaluar para Aprender en la Universidad, 131-145. Cádiz: Bubok Publishing. Santana, L. (2002). Evaluación por portafolios: un enfoque para la enseñanza. Revista Latinoamericana de Estudios Educativos. Centro de estudios educativos. ISSN: 0185-1284. México. Stellmack, M., Konheim, Y., Manor, J., Massey, A., & Schmitz, J. (2009). An assessment of reliability and validity of a rubric for grading APA-style introduc- tions. Teaching of Psychology, 36(2), 102-102-107. Stiggins, R. J. (2001). Student-involved Classroom assessment. 3ª Ed. Torres, J. J. & Reyes, E.M. (2011). Entendiendo la evaluación orientada al aprendizaje desde las bancas del aula. En Grupo EvalFor (Ed.). Experiencias innovadoras en el aprendizaje a través de la evaluación. Evaluar para Aprender en la Universidad, 425-436. Cádiz: Bubok Publishing. Villalustre, L. & Moral, Mª E. (2010). Revista Iberoamericana sobre calidad, eficacia y cambio en educación. Innovaciones didáctico metodológicas en el contexto virtual de ruralnet y satisfacción de los estudiantes universitarios. Disponible en Web: http://www.rinace.net/reice/numeros/arts/ vol8num5/art4.pdf Zimmerman, B.J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. https://horizontespedagogicos.ibero.edu.co/article/download/16107/673 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/redcol/resource_type/ARTREF info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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Horizontes Pedagógicos |
| title |
Implications of continuous assessment through pedagogical practice rubrics |
| spellingShingle |
Implications of continuous assessment through pedagogical practice rubrics Castillo Tabares, Ruben Hernandez Valencia, Jaime Munevar Mesa, Omar Portilla Portilla, Monica Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. |
| title_short |
Implications of continuous assessment through pedagogical practice rubrics |
| title_full |
Implications of continuous assessment through pedagogical practice rubrics |
| title_fullStr |
Implications of continuous assessment through pedagogical practice rubrics |
| title_full_unstemmed |
Implications of continuous assessment through pedagogical practice rubrics |
| title_sort |
implications of continuous assessment through pedagogical practice rubrics |
| title_eng |
Implications of continuous assessment through pedagogical practice rubrics |
| description |
It is now evident that there is a need for teaching-learning practices that aim develop the skills that students need to adapt to the demands of society and the competitiveness of the labor market. This research project conducted an empirical study to identify pedagogical practices that are associated with continuous assessment using rubrics as instruments for assessing of competencies within the university context.  The evidence shows that there is a low evaluation quality and culture, few agreements regarding the reliability of the rubric, significant agreement on the effectiveness of the rubric for training purposes, and broad agreement regarding the feedback function, the need for teaching aids and policy support for the development  of the rubric.The findings of this empirical analysis provide the first applied research evidence of the need to design educational policies to unify the cri- teria for outlining and applying a competency assessment model that will strengthen higher education practices in Colombia.
|
| description_eng |
It is now evident that there is a need for teaching-learning practices that aim develop the skills that students need to adapt to the demands of society and the competitiveness of the labor market. This research project conducted an empirical study to identify pedagogical practices that are associated with continuous assessment using rubrics as instruments for assessing of competencies within the university context.  The evidence shows that there is a low evaluation quality and culture, few agreements regarding the reliability of the rubric, significant agreement on the effectiveness of the rubric for training purposes, and broad agreement regarding the feedback function, the need for teaching aids and policy support for the development  of the rubric.The findings of this empirical analysis provide the first applied research evidence of the need to design educational policies to unify the cri- teria for outlining and applying a competency assessment model that will strengthen higher education practices in Colombia
|
| author |
Castillo Tabares, Ruben Hernandez Valencia, Jaime Munevar Mesa, Omar Portilla Portilla, Monica |
| author_facet |
Castillo Tabares, Ruben Hernandez Valencia, Jaime Munevar Mesa, Omar Portilla Portilla, Monica |
| topic |
Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. |
| topic_facet |
Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. |
| topicspa_str_mv |
Competencies in Higher Education Teaching and Learning Continuous Assessment Rubrics and Quality in Education. |
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16 |
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1 |
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Núm. 1 , Año 2014 : Revista Horizontes Pedagogicos |
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Bogotá: Corporación Universitaria Iberoamericana |
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Horizontes pedagógicos |
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https://horizontespedagogicos.ibero.edu.co/article/view/16107 |
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eng |
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Article |
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https://creativecommons.org/licenses/by-nc-sa/4.0/ info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
Andrade, H. & Du, Y. (2005). Practical Assessment Research & Evaluation. Student perspectives on rubric-referenced assessment. Volume 10 Number 3, ISSN 1531-7714. Universidad de Albany. Andrade, H.; Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 1 (2), 199-214. Bessell, A., Burke, M., Plaza, M., Lee, O., & Schumm, J. (2008). The educational reform rating rubric: Example of a new tool for evaluating complex school reform initiatives. Field Methods, 20(3), 283-283-295. Castillo, R. (2012). Interacción entre innovación tecnológica y cambio organizacional, y relaciones laborales de la era informacional. Magazín Empresarial, 8(16), 41-50. Colombia: Universidad Santiago de Cali. Cizek, G. (2009). Reliability and validity of information about student achievement: Comparing large-scale and classroom testing contexts. Theory into Practice, 48(1), 63-71. Jönsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational con- sequences. Educational Research Review, 2. Kerby, D., & Romine, J. (2010). Develop oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85(3), 172-172-179. Ley 1324 de 2009. Ministerio de Educación Nacional. Disponible en Web: http://www.mineducacion. gov.co/1621/article-210697.html Monedero, J. J. (1998). Bases teóricas de la evaluación educativa, Málaga: Ediciones Aljibe. Ortiz, A. (2009). Manual para elaborar el modelo pedagógico de la Institución Educativa. ISBN978-9588152-67-7. Barranquilla - Colombia: Editorial Antillas. Padilla, M.T. & Gil, J. (2008). La evaluación orientada al aprendizaje en la educación superior: condiciones y estrategias para su aplicación en la docencia universitaria. Revista Española de Pedagogía, 66(241), 467-486. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press. Porto, M. (2002). Aproximación a la percepción de los alumnos sobre la evaluación de sus aprendizajes: un estudio compartido. Cuadernos Nº 15, FHYCS- UN. Ju. Argentina: Universidad Nacional de Jujuy. Reddy, M.Y. (2011). Design and development of rubrics to improve assessment outcomes. A pilot study in a master’s level business program in India. Quality Assurance in Education, 19(1), 84-104. Reddy, M.Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435 448. Resnick, D. P. & Resnick, L. (1985). Standards, cu- rrículum, and performance: A historical and comparative perpective, en Educational Researcher. Reynolds, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research & Evaluation. Rezaei, A.R., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39. Rodríguez, J. & Gil, J. (2011). Las autoevaluaciones y las rúbricas como instrumentos reguladores del aprendizaje. En Grupo EvalFor (Ed.). Experiencias innovadoras en el aprendizaje a través de la eva- luación. Evaluar para Aprender en la Universidad, 131-145. Cádiz: Bubok Publishing. Santana, L. (2002). Evaluación por portafolios: un enfoque para la enseñanza. Revista Latinoamericana de Estudios Educativos. Centro de estudios educativos. ISSN: 0185-1284. México. Stellmack, M., Konheim, Y., Manor, J., Massey, A., & Schmitz, J. (2009). An assessment of reliability and validity of a rubric for grading APA-style introduc- tions. Teaching of Psychology, 36(2), 102-102-107. Stiggins, R. J. (2001). Student-involved Classroom assessment. 3ª Ed. Torres, J. J. & Reyes, E.M. (2011). Entendiendo la evaluación orientada al aprendizaje desde las bancas del aula. En Grupo EvalFor (Ed.). Experiencias innovadoras en el aprendizaje a través de la evaluación. Evaluar para Aprender en la Universidad, 425-436. Cádiz: Bubok Publishing. Villalustre, L. & Moral, Mª E. (2010). Revista Iberoamericana sobre calidad, eficacia y cambio en educación. Innovaciones didáctico metodológicas en el contexto virtual de ruralnet y satisfacción de los estudiantes universitarios. Disponible en Web: http://www.rinace.net/reice/numeros/arts/ vol8num5/art4.pdf Zimmerman, B.J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. |
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