“TEORIZACIÓN DE LA RÚBRICA DE EVALUACIÓN INTERDISCIPLINARIA COMO INSTRUMENTO DE VERIFICACIÓN DE LOS RESULTADOS DE APRENDIZAJE EN LOS ESTUDIANTES DE SEXTO SEMESTRE DE LA CARRERA DE BIOLOGÍA QUÍMICA Y LABORATORIO PERIODO OCTUBRE 2018 – ABRIL 2019”
The study was carried out, based on the diversity of problems that exist when assessing learning, which are not transmitted in an interdisciplinary way because they are evaluated with traditional instruments, generating a mandatory summative process by measuring knowledge. This investigation aims to...
Salvato in:
| Autore principale: | |
|---|---|
| Natura: | bachelorThesis |
| Lingua: | spa |
| Pubblicazione: |
2019
|
| Soggetti: | |
| Accesso online: | http://dspace.unach.edu.ec/handle/51000/5650 |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
Aggiungi Tag | Riassunto: | The study was carried out, based on the diversity of problems that exist when assessing learning, which are not transmitted in an interdisciplinary way because they are evaluated with traditional instruments, generating a mandatory summative process by measuring knowledge. This investigation aims to "Theorize the rubric of interdisciplinary evaluation, as an instrument to verify the learning outcomes of the sixth semester students of the Biology, Chemistry and Laboratory Career". The methodology used according to the design is non-experimental, with a qualitative approach, descriptive level; the method for the analysis of information was triangulation of data when using the survey and interview. The population consisted of 21 students, 5 graduates and 5 teachers. The results obtained were: 98% of the respondents reported that the evaluation instruments used by the pedagogues are; tests, essays, laboratories, oral lessons; 2% said that the rubric is not used frequently to evaluate. Therefore, 90% of the students considered that the teachers of the career need to implement interdisciplinary rubrics, to strengthen the evaluation process and allow the student to improve their learning and development of competences. It is concluded that the proposed rubric provides the pedagogue with an instrument that allows him to develop a formative evaluation, where the learner participates in the assessment process and identifies their strengths and weaknesses in order to improve their professional training. |
|---|