The objective of this research consisted in analyzing the recurrent evaluative practices of a group of tutors who guide their subjects using virtual environments in a Colombian university; practices focused on the types, forms, techniques and instruments of evaluation. The methodology was based on a qualitativequantitative research approach. The sample was made up of 41 tutors belonging to the programs of the School of Technological Sciences of the Faculty of Distance Studies of the Pedagogical and Technological University of Colombia, selected through convenience sampling. The information was collected through a questionnaire made up of open questions, which through textual exegesis were categorized and then quantified with the SPSS software. The results were structured in 11 categories with their corresponding subcategories, which showed that in 82.81%, such practices are supported with virtual tools and in forms of evaluation according to the virtual model. It is concluded that the tutors are impregnated by the virtuality to manage and value student learning, they practice evaluation as a process that involves diagnosis, they make explicit the knowledge and certification of the competences achieved by the student body, and include various strategies and valuation instruments.
La colección de experiencias docentes exitosas de la Universidad de Boyacá recoge en esta edición novedosas estrategias implementadas por nuestros docentes para la enseñanza de las diferentes áreas del conocimiento en las aulas, bajo una clara orientación del Modelo Pedagógico Institucional a la promoción del “aprender a aprender”como estrategia de enseñanza. Este abanico de recursos pedagógicos para la enseñanza, comprende desde estrategias didácticas tales como el uso de la historieta, las metodologías “LEGO Serious Play” y “Flipped classroom”, hasta la conducción de procesos de apropiación del conocimiento mediante la inmersión del estudiante en el contexto real: liderando procesos de enseñanza, organización y el desarrollo de eventos científicos; así mismo, aporta a la imperiosa necesidad de diseñar estrategias de evaluación coherentes para las personas con capacidades diversas.
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