Rúbriques i feedback a classe en un curs amb contingut estadístic en educació superior

Roser Bono, María Núñez-Peña

Resum


INTRODUCCIÓ: Amb aquest estudi es va analitzar la influència de dos tipus de feedback (a través de rúbriques i a classe) sobre el rendiment acadèmic en una assignatura amb contingut estadístic. També es va examinar l’opinió dels estudiants sobre la utilitat d’aquests dos tipus de feedback. MÈTODE: Després de validar les rúbriques amb una mostra de 100 estudiants, es va utilitzar una altra mostra de 135 estudiants per a l’objectiu principal de l’estudi. Les mostres estaven formades per estudiants de Dissenys de Recerca del grau de Psicologia de la Universitat de Barcelona. RESULTATS: La majoria d’estudiants va valorar positivament la utilitat dels dos tipus de feedback. No es van observar diferències en el rendiment acadèmic entre els estudiants que van utilitzar les rúbriques, els que van assistir a les classes de feedback i els que van utilitzar els dos tipus de feedback. No obstant això, es va observar una associació positiva entre la freqüència d’assistència a les classes de feedback i el rendiment. Finalment, els estudiants que van percebre que l’ús de les rúbriques o de les classes de feedback ajudaven a reduir la seva ansietat davant els exàmens van obtenir millors notes. DISCUSSIÓ: Aquest estudi mostra que els processos d’ensenyament amb feedback poden portar els estudiants a tenir una visió més favorable del seu aprenentatge, especialment quan el feedback es dona a classe de manera personalitzada.

Paraules clau


Rúbriques; Feedback a classe; Rendiment acadèmic; Ansietat als exàmens; Educació superior

Text complet:

PDF (English)

Referències


Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57, 13–18.

Andrade, H., & Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation, 10, 1–11.

Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139–148.

Bono, R., Núñez-Peña, M. I., & Suárez-Pellicioni, M. (2017). Rubrics use and in-class feedback in higher education: Students’ perceptions and their effect on academic achievement. Proceedings of the HEAd’17 - 3rd International Conference on Higher Education Advances, pp. 338–346. Valencia: Editorial Universidad Politècnica de València. https://doi.org/10.4995/HEAd17.2017.5198

Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67, 343–368. https://doi.org/10.1080/00131911.2014.929565

Brown, G. T. L., Peterson, E. R., & Yao, E. S. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology, 86, 606–629. https://doi.org/10.1111/bjep.12126

Contreras-Pérez, G., & Zuñiga-González, C. G. (2017). Concepciones de profesores sobre retroalimentación: Una revisión de la literatura. Magis, Revista Internacional de Investigación en Educación, 9, 69–90. https://doi.org/10.11144/Javeriana.m9-19.cpsr

Efklides, A. (2012). Commentary: How readily can findings from basic cognitive psychology research be applied in the classroom? Learning and Instruction, 22, 290–295. https://doi.org/10.1016/j.learninstruc.2012.01.001

Ene, E., & Kosobucki, V. (2016). Rubrics and corrective feedback in ESL writing: A longitudinal case study of an L2 writer. Assessing writing, 30, 3–20. https://doi.org/10.1016/j.asw.2016.06.003

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83, 70–120. https://doi.org/10.3102/0034654312474350

Fraser, B. J., Walberg, H. J., Welch, W. W., & Hattie, J. A. (1987). Identifying the salient facets of a model of student learning: A synthesis of meta-analyses. International Journal of Educational Research, 11, 187–212.

Garfield, J., & Ben-Zvi, D. (2007). How students learn statistics revisited: A current review of research on teaching and learning statistics. International Statistical Review, 75, 372–396. https://doi.org/10.1111/j.1751-5823.2007.00029.x

Hattie, J. (2013). Calibration and confidence: Where to next? Learning and Instruction, 24, 62–66. https://doi.org/10.1016/j.learninstruc.2012.05.009

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. https://doi.org/10.3102/003465430298487

Hodgson, P., & Pang, M. Y. C. (2012). Effective formative e-assessment of student learning: A study on a statistics course. Assessment and Evaluation in Higher Education, 37, 215–225. https://doi.org/10.1080/02602938.2010.523818

Jasen, B. R. J., Louwese, J., Straatemeier, M., Van der Ven, S. H. G., Klinkenberg, S., & Van der Maas, H. L. J. (2013). The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and Individual Differences, 24, 190–197. https://doi.org/10.1016/j.lindif.2012.12.014

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130–144. https://doi.org/10.1016/j.edurev.2007.05.002

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.

Li, J., & de Luca, R. (2014). Review of Assessment Feedback. Studies in Higher Education, 39, 378–393. https://doi.org/10.1080/03075079.2012.709494

Lysakowski, R. S., & Walberg, H. J. (1982). Instructional effects of cues, participation, and corrective feedback: A quantitative synthesis. American Educational Research Journal, 19, 559–578. https://doi.org/10.3102/00028312019004559

Marin-Garcia, J. A., & Santandreu-Mascarell, C. (2015). ¿Qué sabemos sobre el uso de rúbricas en la evaluación de asignaturas universitarias? Intangible Capital, 11, 118–145.

Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment and Evaluation in Higher Education, 42, 266–288. https://doi.org/10.1080/02602938.2015.1103365

Núñez-Peña, M. I. (2012). Diseños de investigación en psicología: Problemas y prácticas de ordenador. In Colección OMADO del Depósito Digital de la Universidad de Barcelona. Available at http://hdl.handle.net/2445/21822

Núñez-Peña, M. I., & Bono, R. (2012). Diseños de investigación en psicología: Prácticas para el trabajo autónomo del alumno – Actividades 1-10. In Colección OMADO del Depósito Digital de la Universidad de Barcelona. Available at http://hdl.handle.net/2445/22002

Núñez-Peña, M. I., Bono, R., & Suárez-Pellicioni, M. (2013). Diseños de investigación en psicología: Trabajo autónomo del alumno – Actividades 11-22. In Colección OMADO del Depósito Digital de la Universidad de Barcelona. Available at http://hdl.handle.net/2445/45192

Núñez-Peña, M. I., Bono, R., & Suárez-Pellicioni, M. (2015). Feedback on students’ performance: A possible way of reducing the negative effect of math anxiety in higher education. International Journal of Educational Research, 70, 80–87. https://doi.org/10.1016/j.ijer.2015.02.005

Núñez-Peña, M. I., Suárez-Pellicioni, M., & Bono, R. (2013). Effects of math anxiety on student success in higher education. International Journal of Educational Research, 58, 36–43. https://doi.org/10.1016/j.ijer.2012.12.004

Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22, 806–813. https://doi.org/10.1016/j.lindif.2012.04.007

Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. https://doi.org/10.1016/j.edurev.2013.01.002

Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy and Practice, 21, 133–148. https://doi.org/10.1080/0969594X.2013.877872

Penny, A. R., & Coe, R. (2004). Effectiveness of consultation on student ratings feedback: A meta-analysis. Review of Educational Research, 74, 215–253. https://doi.org/10.3102/00346543074002215

Pereira, D., Flores, M. A., Veiga-Simão, A. M., & Barros, A. (2016). Effectiveness and relevance of feedback in higher education: A study of undergraduate students. Studies in Educational Evaluation, 49, 7–14. https://doi.org/10.1016/j.stueduc.2016.03.004

Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment and Evaluation in Higher Education, 35, 435–448. https://doi.org/10.1080/02602930902862859

Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research and Evaluation, 15, 1–9.

Sáiz-Manzanares, M. C., & Bol-Arreba, A. (2014). Aprendizaje basado en la evaluación mediante rúbricas en educación superior. Suma Psicológica, 21, 28–35. https://doi.org/10.1016/S0121-4381(14)70004-9

Sáiz, M. C., Montero, E., Bol, A., & Carbonero, M. A. (2012). An analysis of learning competences at the university. Electronic Journal of Research in Educational Psychology, 10, 253–270.

Sesé, A., Jiménez, R., Montaño, J. J., & Palmer, A. (2015). Can attitudes toward statistics and statistics anxiety explain students’ performance? Revista de Psicodidáctica, 20, 285–304. https://doi.org/10.1387/RevPsicodidact.13080

Tang, J., & Harrison, C. (2011). Investigating university tutor perceptions of assessment feedback: Three types of tutor beliefs. Assessment and Evaluation in Higher Education, 36, 583¬–604. https://doi.org/10.1080/02602931003632340

Tenenbaum, G., & Goldring, E. (1989). A meta-analysis of the effect of enhanced instruction: Cues, participation, reinforcement and feedback and correctives on motor skill learning. Journal of Research and Development in Education, 22, 53–64.




DOI: https://doi.org/10.1344/reire2019.12.122560

Bookmark and Share


Copyright (c) 2018 Roser Bono, María Núñez-Peña

Llicència de Creative Commons
Aquesta obra està subjecta a una llicència de Reconeixement 4.0 Internacional de Creative Commons
RCUB revistesub@ub.edu Avís Legal RCUB Universitat de Barcelona