Evaluating Assessment. Validation with PLS-SEM of ATAE Scale for the Analysis of Assessment Tasks

  1. Ibarra-Sáiz, María Soledad 1
  2. Rodríguez-Gómez, Gregorio 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Revista:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Año de publicación: 2020

Título del ejemplar: Monográfico: Evaluación en la Educación Superior

Volumen: 26

Número: 1

Tipo: Artículo

DOI: 10.7203/RELIEVE.26.1.17403 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Resumen

Una de las funciones esenciales del profesorado universitario se concreta en el proceso de toma de decisiones sobre los diferentes componentes que constituyen el diseño de los procesos de evaluación, siendo uno de sus elementos clave la calidad de las tareas de evaluación. En este estudio se presenta tanto la validación de un instrumento para la valoración por el estudiantado de las tareas de evaluación como el modelo que sustenta las relaciones entre los constructos que caracterizan las tareas de evaluación. A partir de una revisión de la literatura se ha elaborado un modelo teórico de las características de las tareas de evaluación y las relaciones existentes entre ellas. Para su comprobación se ha diseñado, sobre la base de un modelo de medida de carácter formativo, el cuestionario Análisis de las Tareas de Evaluación y Aprendizaje (ATAE). Mediante un diseño de cohorte se han obtenido un total de 1.166 cuestionarios cumplimentados por estudiantes de los grados de Administración y Dirección de Empresas (ADE) y Finanzas y Contabilidad (FYCO). La evaluación del modelo de medida y del modelo estructural se ha realizado mediante la técnica Partial Least Squares Structural Equation Modeling (PLS-SEM) utilizando el software SmartPLS_3. Los resultados muestran la no existencia de problemas de colinealidad y unos niveles elevados de importancia absoluta y relativa de cada uno de los ítems del cuestionario. Es de destacar, desde la percepción de los estudiantes, que el carácter retador de una tarea de evaluación se relaciona con la transferencia del aprendizaje, y cómo el uso de estrategias de comunicación y la demostración de una comprensión profunda son elementos mediadores de esta relación. Palabras clave: Tarea de evaluación; evaluación como aprendizaje; empoderamiento; PLS-SEM; mínimos cuadrados parciales; modelo de ecuaciones estructurales; PLS predictivo

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Información de financiación

Este trabajo ha sido posible gracias al proyecto TransEval (Ref. I+D+i 2017/01) financiado por la Universidad de Cádiz y al apoyo de la Cátedra UNESCO Evaluación, Innovación y Excelencia en Educación.

Financiadores

  • Universidad de Cádiz Spain
    • I+D+i 2017/01
  • Cátedra UNESCO Evaluación, Innovación y Excelencia en Educación
    • I+D+i 2017/01

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Fuente de los datos: Dialnet