Bibliographic Details
| Title: |
Prácticas evaluativas en educación virtual: una mirada desde la percepción del estudiantado. |
| Alternate Title: |
Assessment practices in virtual education: a look from the perception of the student. |
| Authors: |
Burbano-Pantoja, Víctor Miguel Ángel1 victor.burbano@uptc.edu.co, Mendoza-Vargas, Hugo Hernando1, Valdivieso-Miranda, Margoth Adriana1 |
| Source: |
Educación y Humanismo. jul-dic2025, Vol. 27 Issue 49, p1-22. 22p. |
| Subject Terms: |
*Formative evaluation, *Evaluation methodology, *Psychology of students, *Education & training services industry, *Outcome-based education, *Mixed methods research, *Virtual classrooms |
| Abstract (English): |
In the university educational context, the assessment of the training process frequently falls on the teacher and the prescribed curriculum, with little involvement of the student, thus requiring the transformation of these traditionalist perspectives. Objective: to explore students' perceptions of the evaluation process carried out by their teachers in professional training courses delivered through virtual environments at a Colombian university. Method: a mixed research approach was adopted, prioritizing quantitative methods. The sample consisted of 65 students from Technological Sciences programs, selected through intentional sampling. Textual data were collected using a questionnaire with open-ended items, which were categorized, quantified, and interpreted through content analysis supported by the open-source software R. Results: the data obtained were organized into 10 categories with subcategories, which revealed that 80% of students perceive that their teachers appropriately assess student learning, although further optimization of these processes is still required in the virtual context. Conclusions: the findings show that students are only partially satisfied with the evaluation practices applied to them; nevertheless, there is a need to improve formative assessment, the assessment instruments, and the methods for certifying the competencies achieved by students. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En el ámbito educativo universitario, la valoración del proceso formativo frecuentemente recae en el docente y el currículo prescrito con poca injerencia del estudiante, requiriéndose así transformar estas perspectivas tradicionalistas. Objetivo: explorar la percepción del estudiantado sobre el proceso de evaluación practicado por sus docentes en cursos de formación profesional abordados a través de ambientes virtuales en una universidad colombiana. Método: se incluyó un enfoque mixto de investigación que privilegia los métodos cuantitativos. La muestra se conformó por 65 estudiantes de los programas de Ciencias Tecnológicas escogidos por muestreo intencional. Los datos textuales fueron recolectados con un cuestionario constituido por ítems abiertos, los cuales fueron categorizados, cuantificados e interpretados mediante un análisis de contenido apoyado con el software libre R. Resultados: los datos obtenidos fueron organizados en 10 categorías con subcategorías, las cuales reflejaron que, un 80% del estudiantado percibe que sus docentes valoran apropiadamente el aprendizaje estudiantil, pero que aún se requiere optimizar tales procesos dentro del contexto virtual. Conclusiones: los hallazgos evidencian que los estudiantes están parcialmente conformes con la evaluación que se les ha practicado; no obstante, se requiere mejorar la evaluación formativa, los instrumentos de valoración y la forma de certificar las competencias alcanzadas por el estudiante. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
