Estratexias educativas e procedementos de avaliación na universidade

Abstract

[Resumo] A implementación de novas metodoloxías docentes nas aulas está deseñada para facilitar, apoiar e/ou mellorar a aprendizaxe pero é importante concretar en qué medida os estudantes universitarios consideran valiosas as diferentes estratexias educativas e procedementos de avaliación. O propósito de este estudo é favorecer o coñecemento sobre o uso de metodoloxías docentes innovadoras na Universidade da Coruña (UDC). Para iso, unha das metas principais é comprobar a percepción do alumnado cara as estratexias e os instrumentos de avaliación que se empregan nas aulas. Analizáronse que metodoloxías participativas recoñecen os estudantes que se empregan máis nas súas aulas e o valor percibido destas e dos instrumentos para a propia aprendizaxe a través dun cuestionario Microsoft Forms que engloba o cuestionario de metas académicas, a escala de autoeficacia percibida (MSLQ) e o cuestionario de emocións de logro AEQ. Responderon o cuestionario 150 estudantes da UDC. Os resultados mostran que os estudantes que recoñecen maior uso de metodoloxías participativas nas súas aulas, valoran mais positivamente o traballo colaborativo. O maior uso destas metodoloxías activas, non so mellora o valor percibido das mesmas, seno tamén o valor atribuído a avaliación mediante traballos e actividades.

[Abstract] Implementation of new teaching methodologies in classrooms are designed to facilitate, support and/or encourage learning, however it is important to specify to what extent university students consider the different educational strategies and evaluation procedures to be valuable. The purpose of this study is to promote the use of innovative teaching methodologies at the University of Coruña (UDC). For this purpose, one of the main goals is to check the perception of the students regarding the strategies and the assessment instruments that are undertaken in the classrooms. Participatory methodologies recognized by the students who undertake more of their classrooms were analysed, as well as the perceived value of these two instruments for their own learning. A Microsoft Forms questionnaire was used to measure these variables, which that includes the included a questionnaire of academic goals, on a scale of perceived self-efficacy (MSLQ) and a questionnaire of emotions of achievement AEQ. 150 UDC students answered the questionnaire. The results show that students who recognize a better use of participatory methodologies in their classrooms value more positively collaborative work. Increased use of these active methodologies not only improves perceived value, but also improves evaluation attributed value through project works and activities.