Article
Análisis de pruebas escritas bajo los principios de la evaluación auténtica. Estudio comparativo entre carreras de la salud y otras carreras de dos universidades de la Región del Biobío
Fecha
2018Registro en:
Autor
Villarroel, Verónica
Bruna, Daniela
Bustos, Claudio
Bruna, Carola
Márquez, Carolina
Institución
Resumen
Background: Learning assessment has great impact in students ́ achieve-
ment. However, it is one of the least intervened and researched areas in higher
education institutions, all over the world. Aim: To compare the written tests
applied to students of three health science undergraduate programs (Speech The-
rapy, Medical Technology and Nursing), with the written tests of three programs
of other areas (Business and Administration, Psychology and Bioengineering).
Material and Methods: Comparisons were done using the Authentic Assessment
Model ́s indicators. Also, the magnitude of the change in these variables was
evaluated in these two groups of undergraduate programs, after the participa-
tion of the teachers in a training program based on this model. A quantitative
and repeated measurements design was used. Nineteen teachers participated
(nine from medical sciences and 10 from other areas), who drafted 88 written
tests before the intervention (which involved 1,318 items) and 93 written tests
(that grouped 1,051 items) after it. Items were analyzed using a Hierarchical
Lineal Model (HLM), controlling the tests ́ and the teachers ́ effects. Results:
Both groups of undergraduate programs use multiple choice items with a higher
frequency, although there were differences in the rest of the items. Also, HLM
analysis showed that these programs differed in their changes after the inter-
vention. Health science programs had less improvement in changing the kind of
items used, but improved more in Authentic Assessment indicators. Conclusions:
Written tests improved after an intervention aiming to improve the teachers’
skills to prepare such tests.