medigraphic.com
ISSN 1561-2902 (Electronic)

2018, Number 3

<< Back Next >>

Revista Cubana de Educación Médica Superior 2018; 32 (3)

The impact of feedback and formative evaluation on Biosciences teaching-learning

Díaz LMM

Language: Spanish
References: 28
Page: 147-156
PDF size: 219.40 Kb.


ABSTRACT

Introduction: Nowadays, identification and systematization of the evaluation of learning in universities is aimed at guaranteeing its pertinence, effectiveness and efficiency, creating a reference framework for reflection and decision-making aimed at the improvement of the teaching-learning processes. In this respect, information about perceptions, attitudes, experiences and expectations about the implementation of formative evaluation as a tool that allows generating different strategies for curricular improvement plans is fundamental.
Objective: To obtain information about the perceptions, attitudes, experiences and expectations about formative evaluation and the feedback impact on first-semester medical students of University of La Sabana in the Biosciences course.
Methods: A qualitative study was carried out using the technique of focus groups. A script was prepared about the concerns obtained from feedback and several questions were formulated that were recorded in audio. Four emerging categories of exploration were evidenced.
Results: The arguments of the participants were produced from the memories obtained in the audio of the focus group. From the initial script, subcategories appear in which the findings were ordered. There were four categories that include the student's understanding of the formative function of the evaluation, the students' empowerment in the formative evaluation process, managing of conflicts derived from evaluation, and some suggestions to improve the evaluation processes from the student's perspective.
Conclusions: In order for these evaluations to have the impact expected from them, they must be immersed in the contemporary pedagogical thought, the objectives of the courses and the expected results of the learning process, where there is a total congruence among them.


REFERENCES

  1. Al-Kadri HM. Exploring assessment factors contributing to students' study strategies: Literature review. Med Teach. 2012;34(supl 1):S42-S50.

  2. Bennett RE. Formative assessment: A critical review. Assess Educ: Princ, Pol, Pract. 2011;18(1):5-25.

  3. Ávila P. La importancia de la retroalimentación en los procesos de evaluación. México: Profuturo; 2009.

  4. Furtak EM, Ruiz-Primo MA, Shemwell JT, Ayala CC, Brandon P, Shavelson RJ, et al. On the fidelity of implementing embedded formative assessments and its relation to student learning. Appl Meas Educ. 2008;21(4):360-89.

  5. Furtak EM. Linking a learning progression for natural selection to teachers enactment of formative assessment. J Res Sci Teach. 2012;49(9):1181-210.

  6. Vitale G. La evaluación del aprendizaje de los estudiantes: una herramienta para el desarrollo profesional de los docentes. Buenos Aires: Paidós; 2000.

  7. Brookhart S. M. Expanding views about formative classroom assessment: A review of the literature. Formative classroom assessment: Theory into practice. Nueva York: Teachers College. 2007. p. 29-62.

  8. Castellanos CS, Martín PE, Cuesta IM, García CE. Cuestionario de evaluación del procesamiento estratégico de la información para universitarios (CPEI-U). Rev Elect Metod Apl. 2011;16(2):15-28.

  9. Clynes MP, Raftery SE. Feedback: An essential element of student learning in clinical practice. Nurse Educ Pract. 2008;8(6):405-11.

  10. Vives Varela T, Varela Ruiz M. Realimentación efectiva. Inv Educ Méd. 2013;2(6):112-4.

  11. Valdivia S. Retroalimentación efectiva en la enseñanza universitaria. En Blanco y Negro. 2014 [citado 15 Ene 2018];5(2). Disponible en: http://revistas.pupc.edu.pe/enblancoynegro

  12. Hamui Sutton A, Varela Ruiz M. La técnica de grupos focales. Inv Educ Méd. 2013;2(5):55-60.

  13. Schuwirth LW, Van der Vleuten CP. Programmatic assessment: From assessment of learning to assessment for learning. Med Teach. 2011;33(6):478-85.

  14. Sánchez I, Riquelme A, Moreno R, García P, Salas SP. International accreditation process at a Latin American medical school: a 10-year experience. Med Teach. 2010;32(3):271.

  15. Salas Perea RS, Salas Mainegra A. Evaluación para el aprendizaje en ciencias de la salud. EDUMECENTRO [Internet]. 2017 [citado 20 Ene 2018];9(1):[aprox. 19 p.]. Disponible en: http://scieloprueba.sld.cu/scielo.php?script=sci_arttext&pid=S2077- 28742017000100013&lng=es

  16. Fasce E. Evaluación formativa. Rev Educ Cien Sal. 2009;6(1):8-9.

  17. Pérez PA, Tabernero SB, López Pastor VM, Ureña ON, Ruiz LE, Caplloch B, et al. Evaluación formativa y compartida en la docencia universitaria y el Espacio Europeo de Educación Superior: cuestiones clave para su puesta en práctica. Rev Educ. 2008;347:435-51.

  18. Stiggins R. Assessment through the student's eyes. Educ Lead. 2007;64(8):22-6.

  19. Lozano MF, Tamez VL. Retroalimentación formativa para estudiantes de educación a distancia. RIED. 2014;17(2):197-221.

  20. Trigueros CC, Rivera GE, De la Torre NE. La evaluación en el aula universitaria: del examen tradicional a la autoevaluación. Rev Int Med Cien Act Fís Dep. 2012;12(47):473-91.

  21. López Pastor VM. Evaluación formativa y compartida en la universidad: clarificación de conceptos y propuestas de intervención desde la Red Interuniversitaria de Evaluación Formativa. Psychology, Society & Education [Internet]. 2012 [citado 15 Dic 2017];4(1):[aprox. 14 p.]. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=3961371

  22. Jiménez CA, González ZR. The effect of feedback on performance and motivation in students taking Research methods for Health Sciences at UNED, Costa Rica. Cuad Invest UNED. 2016;8(2):189-94.

  23. Steinmann A, Bosch B, Aiassa D. Motivación y expectativas de los estudiantes por aprender ciencias en la universidad: un estudio exploratorio. Rev Mex Invest Educ. 2013;18(57):585-98.

  24. Pisklakov S, RimalJ, McGuirt S. Role of self-evaluation and self-assessment in medical student and resident education. Br Jour Educ Soc Behav Scie. 2014;4(1):1-9.

  25. Epstein RM. Assessment in medical education. N Engl J Med; 2007. p. 387-96.

  26. McMillan, James H. Classroom Assessment. Principles and Practices for Effective Instruction. Needham Heights, MA 02194. 1997 [citado 15 Feb 2018]. Disponible en: https://www abacon com

  27. Diker A, Cunningham-Sabo L, Bachman K, Stacey JE, Walters LM, Wells L. Effective Training Design: Use of Theory and Formative Assessment. Health Promot Pract. 2012;13(4):496-505.

  28. Carrillo de la Peña MT, Bailles E, Caseras X, Martínez A, Ortet G, Pérez J, et al. Formative assesment and academia achievement in pre-graduate students of health sciences. Adv Health Sci Educ Theory Pract. 2009;14(1):61-7.




2020     |     www.medigraphic.com