La evaluación auténtica como una alternativa para mejorar el rendimiento académico: estudio exploratorio
This research was developed with the purpose of analyzing authentic assessment as an alternative to improve the academic performance of E.B.P. students from the IED Victoria. It addressed theoretical references related to assessment, the competence approach, authentic assessment approach and the stu...
- Autores:
-
Guzmán De La Cruz, Lenys
Ortiz Díaz, Claudia Patricia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/4905
- Acceso en línea:
- https://hdl.handle.net/11323/4905
https://repositorio.cuc.edu.co/
- Palabra clave:
- Evaluación
Evaluación auténtica
Rendimiento académico
Assessment
Authentic assessment
Students’ performance
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | This research was developed with the purpose of analyzing authentic assessment as an alternative to improve the academic performance of E.B.P. students from the IED Victoria. It addressed theoretical references related to assessment, the competence approach, authentic assessment approach and the students’ academic performance. Everything starts from the process of characterization of assessment of the I.E.D. La Victoria, from the experience of the students, and from the description given by teachers about the elements of authentic assessment used in their evaluative practice. Thus, we can identify from the perception of the actors how an evaluation system can be developed according to the principles and characteristics of the authentic assessment model. The methodology was framed within the interpretative paradigm, introspective-vivential approach qualitative type, and the transversal design research of the fieldwork from the descriptive scope. From the diagnosis, the facts of interest and focal points of the problem were identified, which were investigated through the interview technique as an instrument and the semi-structured interview script, to reflect on the assessment practice implemented as a starting point and identify from the students and teachers' perceptions if the evaluation system is implemented according to the principles and characteristics of the authentic assessment model; in order to establish from this exploratory study the possibility of proposing authentic assessment as an alternative to strengthen the academic performance of students |
|---|