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:

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

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