Aplicación de una secuencia didáctica basada en feedback entre iguales para el desarrollo de competencias
Resumen
En el presente artículo se explican los efectos de una intervención realizada para promover el desarrollo de competencias del estudiantado en el grado de Educación Social y, más concretamente, en la asignatura de Educación de Personas Adultas, mediante la realización de la biografía formativa de un aprendiz adulto, tarea iterativa que está sometida a un proceso de evaluación entre iguales. Para ello, se muestra la secuencia didáctica diseñada y los resultados obtenidos en términos de la calidad de los feedbacks que han tenido lugar entre iguales, aspecto clave para promover, en el futuro, el feedback entre iguales en situaciones profesionales. Los resultados presentan la mejora en la calidad del feedback, la valoración que el estudiantado realiza del proceso de evaluación entre iguales y el desarrollo de habilidades vinculadas al desarrollo del juicio evaluativo. Asimismo, también alertan sobre la necesidad de disponer de criterios relativos a los procesos y no solo a las tareas, así como de mejorar la alfabetización evaluativa, tanto del profesorado como del estudiantado.
Palabras clave
aprendizaje autorregulado, feedback entre iguales, juicio evaluativo, alfabetización de feedback, educación de adultosCitas
AGUIRRE, A. y DOMÉNECH, A. (2018). Historias que transforman: Narrativas en el aula. Educar, 54(1), 123-143. https://doi.org/10.5565/rev/educar.916
AJJAWI, R. y BOUD, D. (2019). Examining the nature and effects of feedback dialogue. Assessment and Evaluation in Higher Education, 43(7), 1106-1119. https://doi.org/10.1080/02602938.2018.1434128
ALBERICH, N., BRETONES, E. y ROS, P. (2013). Biografías al descubierto: Historias de vida y educación social. Editorial UOC.
ANECA (2005). Título de Grado en Pedagogía y Educación Social. ANECA.
BAUGHAN, P. (2020). On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. Advance Higher Education.
BIGGS, J. (2003). Teaching for Quality Learning at University. SRHE and Open University Press.
BOUD, D. y BREW, A. (2012). Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development, 18(3), 208-221. https://doi.org/10.1080/1360144X.2012.671771
BOUWER, R., LESTERHUIS, M., BONNE, P. y DE MAEYER, S. (2018). Applying Criteria to Examples or Learning by Comparison: Effects on Students’ Evaluative Judgment and Performance in Writing. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00086
BROWN, G. T. L., PETERSON, E. R. y YAO, E. S. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology, 86(4), 606-629. https://doi.org/10.1111/bjep.12126
CANO, E., PONS, L. y ION, G. (2020). The impact of peer feedback on student teachers’ assessment literacy. En P. BAUGHAN, On Your Marks: Learner-focused Feedback Practices and Feedback Literacy (pp. 60-71). Advance HE.
CARLESS, D. y BOUD, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
CHI, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(7), 33-49. https://doi.org/10.1002/(SICI)1099-0720(199611)10:7%3C33::AID-ACP436%3E3.0.CO;2-E
DARLING-HAMMOND, L., HYLER, M. E. y GARDNER, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
DAUSIEN, B. (2015). «Aprendizaje biográfico» y «biograficidad»: Reflexiones para una idea y una práctica pedagógicas en la formación de personas adultas. Sinéctica, 45, 1-16.
DAWSON, P., CARLESS, D. y LEE, P. P. W. (2021). Authentic feedback: Supporting learners to engage in disciplinary feedback practices. Assessment and Evaluation in Higher Education, 46(2), 286-296. https://doi.org/10.1080/02602938.2020.1769022
DENEEN, C. C. y HOO, H.-T. (2021). Connecting teacher and student assessment literacy with self-evaluation and peer feedback. Assessment & Evaluation in Higher Education, 48(2), 214-226. https://doi.org/10.1080/02602938.2021.1967284
EGETENMEYER, R., BREITSCHWERDT, L. y LECHNER, R. (2019). From ‘traditional professions’ to ‘new professionalism’: A multi-level perspective for analysing professionalisation in adult and continuing education. Journal of Adult and Continuing Education, 25(1), 7-24. https://doi.org/10.1177/1477971418814009
EVANS, C. (2019). Maximising Student Success through the Development of Self-Regulation. https://doi.org/10.13140/RG.2.2.21930.44481
FRASSEUR, N. y LEROY, D. (2009/2010). «Ni vistas, ni conocidas», historias de vida en la educación popular: Narración y política. Cuestiones Pedagógicas, 20, 117-142.
GOUTHRO, P. (2014). Stories of Learning across the Lifespan: Life History and Biographical Research in Adult Education. Journal of Adult and Continuing Education, 20(1), 87-103. https://doi.org/10.7227/JACE.20.1.6
GULIKERS, J., BASTIAENS, T. y KIRSCHNER, P. (2004). A Five-Dimensional Framework for Authentic Assessment. Educational Technology Research and Development, 52(3), 67-86. https://doi.org/10.1007/BF02504676
HATTIE, J. y TIMPERLEY, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
HAUGHNEY, K., WAKEMAN, S. y HART, L. (2020). Quality of feedback in higher education: A review of literature. Education Sciences, 10(3). MDPI AG. https://doi.org/10.3390/educsci10030060
HOGGAN, CH., MÄLKKI, K. y FINNEGAN, F. (2017). Developing the Theory of Perspective Transformation: Continuity, Intersubjectivity and Emancipatory Praxis. Adult Education Quarterly, 67(1), 48-64.
HOO, H.-T., DENEEN, C. y BOUD, D. (2022). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education, 47(3), 444-457. https://doi.org/10.1080/02602938.2021.1925871
JIANG, L. y YU, S. (2021). Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-021-00583-9
LIPNEVICH, A. A. y SMITH, J. K. (2022). Student – Feedback Interaction Model: Revised. Studies in Educational Evaluation, 75, 101208. https://doi.org/10.1016/j.stueduc.2022.101208
LLUCH, L. y CANO, E. (2023). How to Embed SRL in Online Learning Settings? Design Through Learning Analytics and Personalized Learning Design in Moodle. Journal of New Approaches in Educational Research, 12(1), 120-138. https://doi.org/10.7821/naer.2023.1.1127
LOENG, S. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International. https://doi.org/10.1155/2020/3816132
MEDINA, B. y LLORENT, V. (2017). La educación permanente en los organismos internacionales y las nuevas concepciones. HumanArtes: Revista Electrónica de Ciencias Sociales y Educación, 5(10), 103-121.
MERRIAM, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 89, 3-14.
MERRIAM, S. B. (2008). Adult Learning Theory for the Twenty-First Century. New directions for adult and continuing education, 119, 93-98. https://doi.org/10.1002/ace.309
MUÑOZ, J. L., PONS, L., ION, G.; CANO, E.; FUENTES, M.; MERCADER, C. y DÍAZ, A. (2020). Guia de pràctiques d’avaluació per a l’autoregulació dels aprenentatges de l’estudiantat universitari. Edicions de la UAB. https://ddd.uab.cat/pub/llibres/2020/233350/praauttas_a2020.pdf.
NICOL, D., THOMSON, A. y BRESLIN, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. https://doi.org/10.1080/02602938.2013.795518
NIEMINEN, J. H., BEARMAN, M. y TAI, J. (2022). How is theory used in assessment and feedback research?: A critical review. Assessment & Evaluation in Higher Education, 48(1), 77-94. https://doi.org/10.1080/02602938.2022.2047154
PANADERO, E., ANDRADE, H. y BROOKHART, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. Australian Educational Researcher, 45(1), 13-31. https://doi.org/10.1007/s13384-018-0258-y
PANADERO, E., JONSSON, A. y STRIJBOS, J.-W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. En D. LAVEAULT y L. ALLAL (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (pp. 311-326). Springer. https://doi.org/10.1007/978-3-319-39211-0_18
PANADERO, E., KLUG, J. y JÄRVELÄ, S. (2016). Third wave of measurement in the selfregulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723-735. https://doi.org/10.1080/00313831.2015.1066436
PAPADOPOULOS, D. (2022). Individualising processes in adult education research: A literature review. International Journal of Lifelong Education. https://doi.org/10.1080/02601370.2022.2135141
PITT, E., BEARMAN, M. y ESTERHAZY, R. (2020). The conundrum of low achievement and feedback for learning. Assessment and Evaluation in Higher Education, 45(2), 239-250. https://doi.org/10.1080/02602938.2019.1630363
ROVERS, S. F. E., CLAREBOUT, G., SAVELBERG, H. H. C. M., DE BRUIN, A. B. H. y VAN MERRIËNBOER, J. J. G. (2019). Granularity matters: Comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14, 1-19. https://doi.org/10.1007/s11409-019-09188-6
RUIZ BUENO, A. (2017). Trabajar con IRAMUTEQ: pautas. http://hdl.handle.net/2445/113063
RUMBO, B. (2016). Problemas y retos de la educación de las personas adultas. Educar, 52(1), 93-106. https://doi.org/10.5565/rev/educar.707
RYAN, T., HENDERSON, M., RYAN, K. y KENNEDY, G. (2020). Designing learner-centred text-based feedback: A rapid review and qualitative synthesis. Assessment and Evaluation in Higher Education, 0(0), 1-19. https://doi.org/10.1080/02602938.2020.1828819
SCHÜNEMANN, N., SPÖRER, N., VÖLLINGER, V. A. y BRUNSTEIN, J. C. (2017). Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups. Instructional Science, 45(4), 395-415. https://doi.org/10.1007/s11251-017-9409-1
SCOTT, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1-13. https://doi.org/10.1080/23752696.2017.1307692
STAKE, R. E. (2005). Investigación con estudio de casos. Morata.
STOBART, G. (2010). Tiempos de pruebas: Los usos y abusos de la evaluación. Morata.
TAGHIZADEH KERMAN, N., BANIHASHEM, S. K. y NOROOZI, O. (2022). The Role of Students’ Attitude towards Online Peer Feedback in Successful Uptake of Feedback in Argumentative Essay Writing. En S. EL TAKACH y O. TAYFUR OZTURK (Eds.), Studies on Social and Education Sciences (pp. 264-274). ISTES.
UNESCO (2016). Recomendación sobre el aprendizaje y la educación de adultos. UNESCO.
VILLARROEL, V., BLOXHAM, S., BRUNA, D., BRUNA, C. y HERRERA-SEDA, C. (2018). Authentic Assessment: Creating a Blueprint for Course Design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
WISNIEWSKI, B., ZIERER, K. y HATTIE, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10. Frontiers Media. https://doi.org/10.3389/fpsyg.2019.03087
ZIMMERMAN, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Publicado
Descargas
Derechos de autor 2024 Ludmila Martins Gironelli, Elena Cano García, Ana Ayuste González
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
