Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study
Descripción del Articulo
This study examined the self-assessment learning practices of student teachers in Peru. The research design employed an exploratory approach, and the sample consisted of 201 students, predominantly women, aged between 20 and 24 years. The Learning Self-Assessment Questionnaire, previously validated...
Autores: | , |
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Formato: | artículo |
Fecha de Publicación: | 2023 |
Institución: | Pontificia Universidad Católica del Perú |
Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
Lenguaje: | español |
OAI Identifier: | oai:revistaspuc:article/27450 |
Enlace del recurso: | http://revistas.pucp.edu.pe/index.php/educacion/article/view/27450 |
Nivel de acceso: | acceso abierto |
Materia: | Exploratory study Learning Metacognition Pedagogy students Self-assessment Student teachers Autoevaluación Aprendizaje Estudiantes de pedagogía Estudio exploratorio Metacognición Autoavaliação Aprendizagem Estudantes docentes Estudo exploratório Metacognição |
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Inquiry about self-assessment practices in Peruvian higher education students: an exploratory studyIndagación sobre prácticas de autoevaluación en estudiantes peruanos de educación superior: un estudio exploratorioInquérito sobre práticas de autoavaliação em estudantes peruanos estudantes de ensino superior: um estudo exploratórioGallardo Córdova, Katherina EdithClemente-Tristan, AracelyExploratory studyLearningMetacognitionPedagogy studentsSelf-assessmentStudent teachersAutoevaluaciónAprendizajeEstudiantes de pedagogíaEstudio exploratorioMetacogniciónAutoavaliaçãoAprendizagemEstudantes docentesEstudo exploratórioMetacogniçãoThis study examined the self-assessment learning practices of student teachers in Peru. The research design employed an exploratory approach, and the sample consisted of 201 students, predominantly women, aged between 20 and 24 years. The Learning Self-Assessment Questionnaire, previously validated in Ecuador and Mexico, was adapted and used to ensure content validity for the Peruvian context. The findings revealed that the students relied more on self-grading processes, primarily for summative purposes, rather than engaging in self-evaluations with formative intentions. Consequently, they lacked the ability to effectively utilize self-assessment information to regulate their own learning, thereby limiting the development of metacognitive processes. This finding is paradoxical considering that these student teachers will be responsible for facilitating the learning processes of future students. The study concludes with suggestions for future research aimed at strengthening the culture of self-assessment.Este estudio indagó las prácticas de autoevaluación del aprendizaje de estudiantes peruanos de pedagogía. Su diseño es exploratorio con una muestra de 201 estudiantes, en su mayoría mujeres, de 20 a 24 años de edad. Se utilizó el cuestionario sobre autoevaluación del aprendizaje, previamente aplicado en Ecuador y México, con el contenido validado para Perú. Los estudiantes revelaron que experimentaron procesos más tendientes a la autocalificación, con una intención predominantemente sumativa, en lugar de autoevaluaciones con intenciones formativas. Es decir, ellos no supieron cómo utilizar la información resultante de la autoevaluación para regular su propio aprendizaje, lo cual limitó su desarrollo de procesos metacognitivos. Este hallazgo resulta paradójico porque estos estudiantes de pedagogía facilitarán procesos de aprendizaje de futuros estudiantes. Se incluyen sugerencias de investigación para fortalecer la cultura de autoevaluación.O objetivo deste estudo foi investigar as práticas de autoavaliação dos estudantes da profissão docente em Cusco. Foi realizado um estudo exploratório com uma amostra de 201 estudantes, sendo a maioria mulheres com idades entre 20 e 24 anos. O questionário de autoavaliação do aprendizado, previamente utilizado em instituições de ensino superior no Equador e México, foi adaptado e validado para uso no Peru. Os resultados indicam que a maioria dos estudantes tem experienciado processos de autoavaliação, com uma ênfase predominantemente sumativa e com pouca clareza sobre como utilizar as informações para seus próprios propósitos de aprendizagem. As similaridades e diferenças nessas práticas são discutidas à luz da literatura. Além disso, são apresentados temas para estudos futuros visando fortalecer a cultura de avaliação.Pontificia Universidad Católica del Perú2023-09-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/educacion/article/view/2745010.18800/educacion.202302.A003Educación; Vol. 32 Núm. 63 (2023); 45-672304-43221019-9403reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/educacion/article/view/27450/25660Derechos de autor 2023 Educacionhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:revistaspuc:article/274502024-07-18T17:29:10Z |
dc.title.none.fl_str_mv |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study Indagación sobre prácticas de autoevaluación en estudiantes peruanos de educación superior: un estudio exploratorio Inquérito sobre práticas de autoavaliação em estudantes peruanos estudantes de ensino superior: um estudo exploratório |
title |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study |
spellingShingle |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study Gallardo Córdova, Katherina Edith Exploratory study Learning Metacognition Pedagogy students Self-assessment Student teachers Autoevaluación Aprendizaje Estudiantes de pedagogía Estudio exploratorio Metacognición Autoavaliação Aprendizagem Estudantes docentes Estudo exploratório Metacognição |
title_short |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study |
title_full |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study |
title_fullStr |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study |
title_full_unstemmed |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study |
title_sort |
Inquiry about self-assessment practices in Peruvian higher education students: an exploratory study |
dc.creator.none.fl_str_mv |
Gallardo Córdova, Katherina Edith Clemente-Tristan, Aracely |
author |
Gallardo Córdova, Katherina Edith |
author_facet |
Gallardo Córdova, Katherina Edith Clemente-Tristan, Aracely |
author_role |
author |
author2 |
Clemente-Tristan, Aracely |
author2_role |
author |
dc.subject.none.fl_str_mv |
Exploratory study Learning Metacognition Pedagogy students Self-assessment Student teachers Autoevaluación Aprendizaje Estudiantes de pedagogía Estudio exploratorio Metacognición Autoavaliação Aprendizagem Estudantes docentes Estudo exploratório Metacognição |
topic |
Exploratory study Learning Metacognition Pedagogy students Self-assessment Student teachers Autoevaluación Aprendizaje Estudiantes de pedagogía Estudio exploratorio Metacognición Autoavaliação Aprendizagem Estudantes docentes Estudo exploratório Metacognição |
description |
This study examined the self-assessment learning practices of student teachers in Peru. The research design employed an exploratory approach, and the sample consisted of 201 students, predominantly women, aged between 20 and 24 years. The Learning Self-Assessment Questionnaire, previously validated in Ecuador and Mexico, was adapted and used to ensure content validity for the Peruvian context. The findings revealed that the students relied more on self-grading processes, primarily for summative purposes, rather than engaging in self-evaluations with formative intentions. Consequently, they lacked the ability to effectively utilize self-assessment information to regulate their own learning, thereby limiting the development of metacognitive processes. This finding is paradoxical considering that these student teachers will be responsible for facilitating the learning processes of future students. The study concludes with suggestions for future research aimed at strengthening the culture of self-assessment. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-09-29 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://revistas.pucp.edu.pe/index.php/educacion/article/view/27450 10.18800/educacion.202302.A003 |
url |
http://revistas.pucp.edu.pe/index.php/educacion/article/view/27450 |
identifier_str_mv |
10.18800/educacion.202302.A003 |
dc.language.none.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
http://revistas.pucp.edu.pe/index.php/educacion/article/view/27450/25660 |
dc.rights.none.fl_str_mv |
Derechos de autor 2023 Educacion http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Derechos de autor 2023 Educacion http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontificia Universidad Católica del Perú |
publisher.none.fl_str_mv |
Pontificia Universidad Católica del Perú |
dc.source.none.fl_str_mv |
Educación; Vol. 32 Núm. 63 (2023); 45-67 2304-4322 1019-9403 reponame:Revistas - Pontificia Universidad Católica del Perú instname:Pontificia Universidad Católica del Perú instacron:PUCP |
instname_str |
Pontificia Universidad Católica del Perú |
instacron_str |
PUCP |
institution |
PUCP |
reponame_str |
Revistas - Pontificia Universidad Católica del Perú |
collection |
Revistas - Pontificia Universidad Católica del Perú |
repository.name.fl_str_mv |
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repository.mail.fl_str_mv |
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1840900561782702080 |
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13.377112 |
Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).