PERCEPCIÓN DE LOS ESTUDIANTES ACERCA DE LOS EXÁMENES ONLINE CON CORRECCIÓN AUTOMÁTICA EN UNA EVALUACIÓN MIXTA: RETROALIMENTACIÓN PARA LA MEJORA
DOI:
https://doi.org/10.5944/educxx1.19559Palabras clave:
Enseñanza superior, Retroalimentación (respuesta), Encuestas a los estudiantes, Entrevistas, Evaluación alternativa, Análisis estadístico.Agencias Financiadoras:
Universitat Politècnica de València through the A25/14 Project (Convocatoria de Proyectos de Innovación y Convergencia de la UPV).Resumen
El desarrollo de las tecnologías de la información y la comunicación haproducido un incremento del uso de la Computer Based Assessment (CBA,
evaluación basada en ordenadores). en la educación superior. En la última
década, ha habido un debate sobre los exámenes online vs los escritos
tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De entre ellos, 463 respondieron a una encuesta anónima. Del análisis cuantitativo de la encuesta surgieron tres factores (etiquetados «F1-Learning», «F2-Use of Tool» y «F3-Assessment»), y se estableció una escala aditiva. Hemos encontrado diferencias
significativas en el factor «F3-Assessment» en comparación con los otros
dos factores, lo que indica una menor aceptación de la herramienta para
la evaluación del estudiante. Parece ser que, a pesar de que los estudiantes están acostumbrados a los ordenadores, tienen una falta de confianza en los exámenes online. Para reforzar y matizar los resultados cuantitativos de la encuesta, incluimos una pregunta abierta y realizamos una entrevista a un pequeño grupo de 11 estudiantes. Aunque sus comentarios fueron en general positivos, especialmente sobre la facilidad de uso y sobre su utilidad para conocer el nivel alcanzado durante el proceso de aprendizaje, hubo algunas críticas sobre la claridad de las preguntas y el rigor del sistema de puntuación.
Estos dos factores, entre otros, podrían ser la causa de la peor percepción del factor «F3-Assessment» y el origen de las reticencias de los estudiantes a los exámenes online y a la corrección automática.
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