La alfabetización visual es un aprendizaje clave para la construcción de significados, por lo que el conocimiento de los componentes del lenguaje visual es un resultado esperado del currículo escolar. Sin embargo, existen escasos estudios que recojan evidencia empírica al respecto, en particular, en la población de futuros profesores. El presente estudio, de tipo exploratorio y con técnicas de análisis cuantitativas, indaga sobre cuáles de estos componentes tendrían mayor incidencia en la elaboración de textos de naturaleza visual, a partir de la evaluación de un corpus de ilustraciones elaboradas por estudiantes en Formación Inicial Docente (FID) de una universidad del Consejo de Rectores de Chile. El proceso de investigación implementado permitió identificar el predominio del color, la composición y la representación visual, cuya evaluación podría potenciar aprendizaj...

In the learning process, visual literacy is key for the construction of meanings, and knowledge of the components of visual language is an expected outcome of the school curriculum. However, studies offering empirical evidence in this area are scarce, particularly from teaching students. This research of exploratory type and with quantitative analysis techniques, examines which of these components would have a greater impact on the elaboration of texts of a visual nature, based on the evaluation of a corpus of illustrations originally made by Early Teacher Training students at a university that is a member of the Board of Chancellors of Chilean Universities. The research process allowed us to identify the predominance of color, composition and visual representation, whose evaluation could enhance learning in this area.

In the learning process, visual literacy is key for the construction of meanings, and knowledge of the components of visual language is an expected outcome of the school curriculum. However, studies offering empirical evidence in this area are scarce, particularly from teaching students. This research of exploratory type and with quantitative analysis techniques, examines which of these components would have a greater impact on the elaboration of texts of a visual nature, based on the evaluation of a corpus of illustrations originally made by Early Teacher Training students at a university that is a member of the Board of Chancellors of Chilean Universities. The research process allowed us to identify the predominance of color, composition and visual representation, whose evaluation could enhance learning in this area.

The objective of this study was to investigate Learning Assessment as an integral part of the professional knowledge required for educators to assess whether educational objectives have been met at the tertiary level. A comprehensive literature review was conducted, analyzing academic sources within the Web of Science database from 2017 to 2021, resulting in a collection of 56 papers in Spanish. Following the application of rigorous double-blind inclusion and exclusion criteria, content analysis was performed on 17 publications that encompassed a range of approaches. Notably, prevalent among these were the concepts of formative assessment, assessment for learning, and the incorporation of feedback in pedagogical innovations. However, more robust theoretical frameworks based on concep-tual and historical foundations were less frequently encountered. Consequently, this study marks a depart...

The objective of this study was to investigate Learning Assessment as an integral part of the professional knowledge required for educators to assess whether educational objectives have been met at the tertiary level. A comprehensive literature review was conducted, analyzing academic sources within the Web of Science database from 2017 to 2021, resulting in a collection of 56 papers in Spanish. Following the application of rigorous double-blind inclusion and exclusion criteria, content analysis was performed on 17 publications that encompassed a range of approaches. Notably, prevalent among these were the concepts of formative assessment, assessment for learning, and the incorporation of feedback in pedagogical innovations. However, more robust theoretical frameworks based on concep-tual and historical foundations were less frequently encountered. Consequently, this study marks a depart...

The objective of this study was to investigate Learning Assessment as an integral part of the professional knowledge required for educators to assess whether educational objectives have been met at the tertiary level. A comprehensive literature review was conducted, analyzing academic sources within the Web of Science database from 2017 to 2021, resulting in a collection of 56 papers in Spanish. Following the application of rigorous double-blind inclusion and exclusion criteria, content analysis was performed on 17 publications that encompassed a range of approaches. Notably, prevalent among these were the concepts of formative assessment, assessment for learning, and the incorporation of feedback in pedagogical innovations. However, more robust theoretical frameworks based on concep-tual and historical foundations were less frequently encountered. Consequently, this study marks a depart...