A modo de conclusión
Author | Ana María Delgado García (Coord.) |
Profession | Profesora de Derecho Financiero y Tributario |
La evaluación en el contexto actual de construcción del nuevo EEES ha adquirido una dimensión nuclear en todo el proceso de aprendizaje. Así pues, la evaluación ha dejado de ser el elemento de cierre del proceso de aprendizaje, que servía exclusivamente para otorgar una calificación final al estudiante, para convertirse en un elemento totalmente integrado en el proceso de aprendizaje del estudiante desde el inicio del proceso hasta el final.
A partir de este estudio podemos concluir que, en el actual marco de construcción de creación del EEES, en el que el estudiante, además de unos conocimientos, debe adquirir un sistema de competencias, el tipo de evaluación que mejor se adapta a la real adquisición y comprobación de las competencias adquiridas es la evaluación continua. Hemos constatado que la evaluación continua comporta el aumento de manera significativa del trabajo del estudiante a lo largo del curso, que el reparto del trabajo a lo largo del curso es más racional y que el rendimiento del tiempo invertido por el estudiante también es superior. Asimismo, hemos podido constatar que este tipo de evaluación exige más dedicación por parte del profesor y en tareas que, en ocasiones, son novedosas para el propio profesor y, finalmente, que la implementación de este nuevo sistema de evaluación exige una labor previa de planificación exhaustiva y de coordinación entre el profesorado implicado que debe ser superior por el mayor volumen de trabajo que comporta este tipo de evaluación en relación con otros sistemas tradicionales de evaluación.
La evaluación final ha sido el sistema tradicional por excelencia para evaluar el aprendizaje de los estudiantes. En el contexto actual en el que se incorporan elementos nuevos en el proceso, este sistema tradicional de evaluación debe ser revisado. En este trabajo hemos distinguido dos grandes tipos de examen final. El presencial y el no presencial. El primero tiene unas limitaciones espaciotemporales que, a nuestro parecer, lo convierten en un sistema menos apto para la evaluación de determinadas competencias que otros sistemas, de modo que recomendamos que su uso se limite a la evaluación de ese tipo de competencias: la capacidad de síntesis; la organización y planificación del tiempo; y la expresión oral y escrita. Fomenta, asimismo, la capacidad de retención y memoria a corto plazo.
Mientras que el examen final no presencial, en sus distintas modalidades, consideramos que es un sistema más adecuado...
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- Evaluación de las competencias en el espacio europeo de educación superior
- Introducción
- Un nuevo escenario docente universitario: el Espacio Europeo de Educación Superior
- Las competencias
- La evaluación
- Diseño de la evaluación continua
- Diseño de la evaluación final
- Competencias y actividades de evaluación
- Experiencias docentes
- A modo de conclusión
- Anexo I. Modelos de las encuestas efectuadas
- Anexo II. Ejemplos de prueba de evaluación continua diseñada por competencias
- Anexo III. Ejemplos de exámenes virtuales realizados en la UOC
- Bibliografía
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