LA RELACIÓN ENTRE LOS MODELOS ACTUALES DE EVALUACIÓN Y LA AUTORREGULACIÓN DEL APRENDIZAJE EN LA EDUCACIÓN SUPERIOR
UNA REVISIÓN DE ALCANCE
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2024v33n1.69074Palabras clave:
Evaluación, Enseñanza Superior, FeedbackResumen
El presente estudio busca explorar qué tipos de relaciones se han establecido entre los modelos evaluativos y la autorregulación del aprendizaje. El objetivo fue analizar los efectos de las evaluaciones utilizadas en la Educación Superior sobre la autorregulación del aprendizaje y, para ello, se utilizaron los indexadores de datos “Dimensiones” y “Web of Science”. De esta manera, tenemos a la Educación Superior como la población (P) de la investigación, como conceptos (C) de evaluación y autorregulación y, en relación al contexto (C), el global. Sólo 19 de los 329 artículos encontrados fueron examinados, ya que correlacionaban los modelos de evaluación con la autorregulación del aprendizaje de los estudiantes, ya sea mediante “feedback” o no. El concepto de “feedforward” aún no se aborda conjuntamente con tales conceptos y, además, la mayoría de los artículos encontrados apuntaban a evaluar la autorregulación del aprendizaje, no estableciendo una asociación entre la evaluación y lo que ésta podría influir dentro del campo de la autorregulación.
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