Diferentes métodos de evaluación a través del uso de los clickers. Comparación de la utilidad percibida por los estudiantes

• Estrella Fernández ^[1] ; Rebeca Cerezo ^[1] ; Marta Méndez ^[1] ; Natalia Suárez ^[1] ; Alejandra Dobarro ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 11, Nº. 1, 2016, págs. 25-44
• Idioma: español
• Títulos paralelos:
  • Different evaluation methods through by the use of clickers. Comparison of students’ perceived utility
• Enlaces
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El objetivo del presente estudio se ha centrado en analizar la percepción de utilidad del alumnado con respecto a diferentes formas de evaluación continua o formativa, así como la posible existencia de diferencias entre ellas, contando con los Sistemas de Respuesta Personal o “clickers” en el proceso.

    Para ello 243 estudiantes universitarios, utilizando estos dispositivos, participaron en diferentes sesiones y modalidades de evaluación en las que se combinaron cuatro variables (presentación de las preguntas individual o en grupo; evaluación continua o sumativa; evaluación solo formativa; diferentes incentivos por la participación). Los resultados muestran como los estudiantes, en general, perciben esta metodología útil para favorecer el estudio continuo y autónomo de las asignaturas. Asímismo, los resultados muestran como un mayor incentivo en la nota final y conocer el momento en que se va a realizar la sesión de evaluación fomenta una mayor percepción de utilidad entre los estudiantes.

  • English

    The purpose of the study is the analysis of students’ perceived utility according to different methods of continuous assessment. Besides, there are of interest the differences between those methods, carried out through the use of an Personal Response System o “clickers”. In this study participated 243 university students. There were developed different sessions and assessment methods (questions showed individually or in group; continuous assessment; training evaluation; different incentives for participation). Results showed that students, in general, perceive these systems as useful to their daily and autonomous study. In the same way, results showed higher students’ perceived utility when their participation is considered in their grade and when they know the moment when the assessment session will be done

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