Abstract:ResumenLa evaluación es uno de los organizadores del currículo que debe formar parte del proceso de enseñanza y aprendizaje, además a través de ella se constata la adquisición de aprendizajes. Conjuntamente, entendemos que resolver problemas es un objetivo de aprendizaje, tal y como se refleja en las propuestas curriculares, por lo que éste se convierte en objeto de evaluación. En nuestra investigación elaboramos un cuestionario sobre la evaluación de la resolución de problemas a partir de las demandas que se … Show more
“…In most of these episodes, where the assessors compare their responses with the assessed ones, future teachers were trying to understand the mathematical expression that their peer gave as solution (case 1) or valuing the fact that their peer presented only particular solutions to the problem (case 2). These results show the influence of the attachment to one's own solution in the peer assessment processes, already mentioned in other studies (e.g., Cárdenas et al, 2016).…”
Section: / 17supporting
confidence: 86%
“…This type of evaluation focuses exclusively on the final result. However, not specific aspects of problem-solving are assessed, such as the search of strategies, the existence of multiple solutions or reflection on the solution obtained and the strategy used (Felmer & Perdomo-Díaz, 2016), although they are aspects that teachers consider important to assess (Cárdenas et al, 2016). Arnal-Bailera et al (2018) found that mathematics university teachers notice five main aspects when assessing problemsolving tasks: We analyze if future secondary mathematics teachers notice those problem-solving characteristics and if there are other attributes that they look at.…”
Section: Problem-solving and Assessmentmentioning
confidence: 99%
“…One of the challenges of incorporating problemsolving in classrooms is its assessment. Many teachers use traditional methods to assess problem-solving, which mainly assesses the application of an algorithm to solve the activity, using written tests with questions taken from textbooks or activities carried out previously with students (Cárdenas et al, 2016;Nieminen & Atjonen, 2022;Szetela & Nicol, 1992). This type of evaluation focuses exclusively on the final result.…”
Section: Problem-solving and Assessmentmentioning
confidence: 99%
“…According to Ukobizaba et al (2021) there is a serious need for more research on assessment to improve problem-solving. Research found in problem-solving assessment mainly focus on investigating the methods used to assess (e.g., Cárdenas et al, 2016;Nieminen & Atjonen, 2022), but not the processes followed to evaluate. Likewise, those found in peer assessment verify its benefits (e.g., Lavy & Shriki, 2014;Mogessie, 2015) but do not observe the evaluation process or how their own resolution takes part in it.…”
Assessing problem-solving remains a challenge for both teachers and researchers. With the aim of contributing to the understanding of this complex process, this paper presents an exploratory study of peer assessment in mathematical problem-solving activities. The research was conducted with a group of future Secondary mathematics teachers who first were asked to individually solve an open-ended problem and then, to assess a classmate’s answer in pairs. We present a study of two cases involving two pairs of students, each of whom assessed the solution of a third classmate. The analysis was carried out in two interrelated phases: (a) individual solutions to the mathematical problem and (b) the peer assessment process. The results show that, in both cases, the assessors were strongly attached to their own solutions, which directly influenced the assessment process, focused on aspects that involve the general problem-solving process and the results. The main difference between the evaluation processes followed by the two pairs lies in the concept of assessment. While the first pair focuses on assessing the resolution process and errors, the other focuses its discussion on giving a numerical grade.
“…In most of these episodes, where the assessors compare their responses with the assessed ones, future teachers were trying to understand the mathematical expression that their peer gave as solution (case 1) or valuing the fact that their peer presented only particular solutions to the problem (case 2). These results show the influence of the attachment to one's own solution in the peer assessment processes, already mentioned in other studies (e.g., Cárdenas et al, 2016).…”
Section: / 17supporting
confidence: 86%
“…This type of evaluation focuses exclusively on the final result. However, not specific aspects of problem-solving are assessed, such as the search of strategies, the existence of multiple solutions or reflection on the solution obtained and the strategy used (Felmer & Perdomo-Díaz, 2016), although they are aspects that teachers consider important to assess (Cárdenas et al, 2016). Arnal-Bailera et al (2018) found that mathematics university teachers notice five main aspects when assessing problemsolving tasks: We analyze if future secondary mathematics teachers notice those problem-solving characteristics and if there are other attributes that they look at.…”
Section: Problem-solving and Assessmentmentioning
confidence: 99%
“…One of the challenges of incorporating problemsolving in classrooms is its assessment. Many teachers use traditional methods to assess problem-solving, which mainly assesses the application of an algorithm to solve the activity, using written tests with questions taken from textbooks or activities carried out previously with students (Cárdenas et al, 2016;Nieminen & Atjonen, 2022;Szetela & Nicol, 1992). This type of evaluation focuses exclusively on the final result.…”
Section: Problem-solving and Assessmentmentioning
confidence: 99%
“…According to Ukobizaba et al (2021) there is a serious need for more research on assessment to improve problem-solving. Research found in problem-solving assessment mainly focus on investigating the methods used to assess (e.g., Cárdenas et al, 2016;Nieminen & Atjonen, 2022), but not the processes followed to evaluate. Likewise, those found in peer assessment verify its benefits (e.g., Lavy & Shriki, 2014;Mogessie, 2015) but do not observe the evaluation process or how their own resolution takes part in it.…”
Assessing problem-solving remains a challenge for both teachers and researchers. With the aim of contributing to the understanding of this complex process, this paper presents an exploratory study of peer assessment in mathematical problem-solving activities. The research was conducted with a group of future Secondary mathematics teachers who first were asked to individually solve an open-ended problem and then, to assess a classmate’s answer in pairs. We present a study of two cases involving two pairs of students, each of whom assessed the solution of a third classmate. The analysis was carried out in two interrelated phases: (a) individual solutions to the mathematical problem and (b) the peer assessment process. The results show that, in both cases, the assessors were strongly attached to their own solutions, which directly influenced the assessment process, focused on aspects that involve the general problem-solving process and the results. The main difference between the evaluation processes followed by the two pairs lies in the concept of assessment. While the first pair focuses on assessing the resolution process and errors, the other focuses its discussion on giving a numerical grade.
“…En nuestro estudio nos centraremos en la evaluación a partir de la calificación en una prueba (Castillo y Cabrerizo, 2003) puesto que, al evaluar la prueba de matemáticas de las PAU, lo que estamos haciendo es valorar el aprendizaje de cada alumno y en qué grado ha alcanzado los conocimientos, destrezas o habilidades matemáticas que se miden en esta prueba a partir de las evidencias que quedan sobre el papel. Pese a la diversidad de enfoques y de instrumentos existentes para la evaluación y pese a que calificar exámenes de respuesta abierta es un proceso complejo (Wang y Cai, 2018), lo cierto es que, en la práctica, es muy común el uso de este tipo de pruebas para la evaluación de los alumnos (Cárdenas, Blanco, Guerrero y Caballero, 2016;Moro-Egido, 2016). La evaluación tiende así a identificarse con la calificación de dichas pruebas (Senk, Beckmann y Thompson, 1997).…”
Section: Evaluación En Pruebas Escritasunclassified
Este artículo presenta el proceso de construcción de criterios para calificar exámenes de matemáticas con el propósito de reducir la variabilidad en las calificaciones otorgadas por distintos correctores. Desde la identificación de fenómenos no deseados en el proceso de corrección, se proporcionan directrices teóricas para generar criterios de calificación que se prueban empíricamente y se refinan en dos estudios consecutivos. Los resultados del estudio muestran que los Criterios de Calificación por Categorización de Tareas propuestos disminuyen de forma efectiva la variabilidad en las calificaciones en pruebas de matemáticas.Criteria design to reduce variability in the grading of mathematics exams in tests of university entranceThis article presents the process of construction of criteria to qualify math tests in order to reduce the variability in the grades given by different correctors. From the identification of undesirable-phenomena in correction process, we provide theoretical guidelines to generate qualification criteria that are empirically tested and refined in two consecutive studies. The results of the study show that Rating Criteria by Categorization of proposed tasks effectively decrease the variability in the scores in math tests.Doi: 10.30827/pna.v13i2.7740Scopus record and citations
El objetivo del estudio fue identificar si algunas variables sociodemográficas, laborales y de autopercepción laboral que influyen en los niveles de autoeficacia docente, y sus dimensiones, percibidos por los profesores de matemáticas de Educación Secundaria de Bogotá. Un total de 211 profesores de diferentes localidades de esta ciudad (sexo: 46 % femenino y 54 % masculino, edad: X = 42, DE = 10.19) respondieron a un cuestionario ad hoc y al Teachers Sense of Efficacy Scale. Los análisis descriptivos muestran que la mayoría de los profesores tienen altos niveles de autoeficacia docente en dos de las tres dimensiones: el manejo de la clase (72.1 %) en las estrategias de enseñanza (68.2 %), y la implicación de sus estudiantes (49.3 %). Los análisis inferenciales (U-Mann Whitney y H-Kruskal Wallis) permiten reconocer que la localidad en la que se trabaja, las expectativas laborales, el compromiso laboral y el querer cambiar de ocupación influyen en algunas dimensiones de autoeficacia docente, en especial la autoeficacia sobre la implicación de sus estudiantes (p < 0.05). Como conclusión se destaca la importancia de desarrollar programas de intervención psicoeducativa para el desarrollo de habilidades de afrontamiento y de empoderamiento que les permita cambiar sus creencias y mejorar la capacidad de influir en el compromiso de los estudiantes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.