Diseño y validación de instrumentos de evaluación de pensamiento crítico en educación primaria

Ortega-Quevedo, Vanessa; Puente, Cristina Gil; Rapp, Cristina Vallés; López-Luengo, María Antonia

doi:10.17227/ted.num48-12383

Cited by 2 publications

(1 citation statement)

References 10 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The instrument was developed and validated according to the standards in use (Cubillos-Veja and Ferrán-Aranaz 2018;García-Valcárcel Muñoz-Repiso et al 2020;López-de-Arana Prado et al, 2019;Ortega-Quevedo et al 2020;Tejada-Fernández et al 2015;Usart Rodríguez et al 2020). Both the form and the subject matter of the object to be evaluated were considered, a set of dimensions and criteria were established halfway between generalization and detail, and measurement scales were created according to each case, duly provided with semantic content.…”

Section: Methodsmentioning

confidence: 99%

ICT and 360º evaluation: Improving professional skills in higher education in Spain

Romera

Cortés-Dumont

2022

TJHE

View full text Add to dashboard Cite

The current dynamics of knowledge and innovation generation are faced with, sometimes, incompatible social and cultural trends. Something to which the University is not oblivious. Based on contemporary studies and our own experience, one of the clearest tensions has to do with the ability to judging based on reasons and not emotions. To help with this, in the educational context, the 360-degree evaluation can be a useful instrument in terms of the strengthening of their objective judgment. It is a technique that was conceived to exercise objective evaluation, in several and concurrent ways, which also allows to know their degree of objectivity. To demonstrate its potential, a sample of 56 students was used, taking the teacher’s grading as a reference. The task involved self, peer and inter-group assessment. The methodology was mixed, with support in descriptive statistics for quantitative grades and natural language processing for comments and clarifications. It was possible to detect differences in behavior depending on the type of analysis (self-assessment, peers, and groups), as well as determining which students were most qualified to assess objectively. Another issue was the general reluctance to explain numerical grades through notes. Here we consider several factors to explore, among which we highlight: the digital tool used and the time available; the phase of the academic course and the characteristics of the task; and subjective bias, especially in cases of low score. About the experience, it has also been possible to detect some difficulties derived from the application of a methodology, as complex and demanding as the one used, which generated more than 3000 evaluations. In any case, and in view of the data obtained, we consider that the results corroborate the practical utility of this approach and invite to explore additional aspects within this area. Received: 24 February 2022Accepted: 12 September 2022

show abstract

Section: Methodsmentioning

confidence: 99%

ICT and 360º evaluation: Improving professional skills in higher education in Spain

Romera

Cortés-Dumont

2022

TJHE

View full text Add to dashboard Cite

show abstract

Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review

Rúa Martínez,

Merchán Merchán,

Camacho-Tamayo

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

In light of the growing signiﬁcance of the STEM (science, technology, engineering, and mathematics) approach in education and the necessity to foster inquiry from an early age, this systematic review was conducted to identify didactic sequences that adopt a STEM approach and facilitate the advancement of inquiry in early childhood education. The results demonstrate that the didactic sequences facilitate disciplinary integration, providing a valuable opportunity to develop inquiry through the resolution of real-life problems and the promotion of interdisciplinary and active learning. Nevertheless, the necessity for additional research and the development of tailored resources to facilitate the effective implementation of these sequences in early childhood education settings is underscored. Concurrently, the signiﬁcance of specialized and updated teacher training to maximize the impact of these educational practices is emphasized, thereby ensuring the optimal development of inquiry skills in children from an early age.

show abstract

Diseño y validación de instrumentos de evaluación de pensamiento crítico en educación primaria

Cited by 2 publications

References 10 publications

ICT and 360º evaluation: Improving professional skills in higher education in Spain

ICT and 360º evaluation: Improving professional skills in higher education in Spain

Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review

Contact Info

Product

Resources

About