A motivación do alumnado e o valor atribuído aos instrumentos de avaliación

Abstract

[Resumo] A situación derivada da pandemia provocada pola COVID-19 transformou substancialmente as metodoloxías de ensino-aprendizaxe. Unha mudanza moi evidente deuse nos instrumentos de avaliación ao teren que se adaptar ás modalidades de ensino online e semipresencial. O grupo de innovación GIPED-INNOVA deseñou unha investigación có obxectivo de coñecer os instrumentos de avaliación que se empregaron durante o curso académico, o valor que lle dan os estudantes e como este varía en función da motivación académica destes. No estudo participaron 178 estudantes das materias que imparten os docentes de GIPED-INNOVA. Para a recollida da información, elaborouse un cuestionario online ad hoc no que se incluíron os distintos instrumentos que se poden empregar para avaliar o rendemento do alumnado na Universidade da Coruña. Por outra banda, para coñecer a motivación dos estudantes utilizouse o Cuestionario de Metas Académicas. Segundo os resultados, os participantes consideran que os docentes de GIPED-INNOVA empregan en maior medida instrumentos de avaliación relativos ás prácticas de aula. Ademais, os estudantes que adoptan metas de aprendizaxe valoran especialmente estas ferramentas xunto a asistencia a clase. Non obstante, nin os estudantes con metas de rendemento nin aqueles con metas de aprendizaxe valoran os instrumento tipo proba.

[Abstract] The COVID-19 pandemic has significantly altered the teaching-learning methodologies. The evaluation instruments used to measure students’ performance constituted one of the most noticeable changes on this new online teaching context. The group of teaching innovation GIPED-INNOVA designed a research that aims to shed light on the evaluation instruments used during the current academic year, the value with which the students regarded them and how it varies regarding student’s academic motivation. A hundred and seventy-eight students participated in the study. All of them attended the GIPED-INNOVA professors’ classes. An online questionnaire, which included the different evaluation instruments that can be used to measure students’ performance at the University of A Coruña, was designed ad hoc. On the other hand, the Goal Orientation Scale was used to obtain information regarding students’ academic motivation. According to the results, participants requested that the GIPED-INNOVA’s professors mainly used tasks and class exercises as evaluation instruments. Moreover, those who adopt a mastery goal orientation valued both these instruments and class attendance the most. However, neither the students that held mastery goals nor those who adopted performance goals valued exams.