Cocreación de la Evaluación Mediada por Tecnología en Educación Superior: Perspectiva Docente

Jennifer Saray Santana-Martel; Adolfina  Pérez Garcias

doi:10.12795/revistafuentes.2023.22222

Autores/as

Jennifer Saray Santana-Martel Universidad de las Islas Baleares (España) https://orcid.org/0000-0001-7440-3927
Adolfina Pérez Garcias Universidad de las Islas Baleares (España) https://orcid.org/0000-0002-1863-375X

DOI:

https://doi.org/10.12795/revistafuentes.2023.22222

Palabras clave:

cocreación, evaluación, educación superior, tecnología, percepción docente, estudiantes universitario, estudio de caso

Resumen

Esta investigación indaga las percepciones que los profesores tienen sobre los procesos de cocreación de la evaluación en entornos de aprendizaje enriquecido por tecnología en educación superior. En este estudio cualitativo de casos múltiples se entrevistó a seis profesores (cuatro mujeres y dos hombres) y se analizaron los datos siguiendo el criterio inductivo-deductivo por medio de Atlas.ti. Este artículo presenta resultados relacionados con el nivel de participación de los/las estudiantes, el rol del alumnado y del profesorado, así como el papel de las TIC en procesos de cocreación y los aprendizajes que ambos agentes adquirieron en él. Del análisis cualitativo de los resultados, se infiere un rol más democrático en el profesorado y un rol activo en el alumnado. Igualmente, se percibe un aumento en el nivel de participación de los/as estudiantes. Además, los aprendizajes de los participantes de este proceso sacan a la luz algunos beneficios y limitaciones sobre la cocreación de la evaluación. Por un lado, se observa la adquisición de habilidades prácticas, de razonamiento y profesional por parte del alumnado. Asimismo, se percibe un aumento de la alfabetización en evaluación, la motivación y la empatía por parte de los mismos. Por otro lado, el profesorado expone el factor tiempo y organizacional como grandes limitantes del proceso de cocreación. Por último, se señala que esta investigación busca contribuir a la escasa literatura y no pretende generalizar sus resultados.

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