Publication: Propuesta de validación de la homogeneidad de un modelo de rúbrica de evaluación del TFG en el Grado de Enfermería de la UCM
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2021-04-30
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Universidad Complutense de Madrid
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Abstract
El Espacio Europeo de Educación Superior (EEES) impulsa un cambio en las metodologías de enseñanza – aprendizaje, que se centra en el alumno para desarrollar las competencias necesarias y facilita la armonización de los sistemas universitarios. Uno de los cambios que se impulsan dentro del EEES se refleja en un proceso de evaluación centrado en el estudiante, al igual que el proceso de enseñanza – aprendizaje. Otro de los cambios introducidos en la implementación del EEES, es la necesidad de que las enseñanzas oficiales de Grado concluyan con la elaboración y defensa de un Trabajo Fin de Grado (TFG) orientado a la evaluación de competencias asociadas al título.
La evaluación del TFG en el Grado de Enfermería de la UCM, asignatura en la que participa un número elevado de profesores para la tutorización del trabajo autónomo desarrollado por los estudiantes, se realiza mediante el uso de una rúbrica que se detalla en la Normativa de la asignatura que se pone a disposición de estudiantes y docentes al inicio de cada curso académico. El proceso de elaboración de la rúbrica de evaluación utilizada se inicia en el curso 2010-2011 y se ha revisado en los sucesivos cursos académicos, elaborando una nueva rúbrica para su utilización en el curso 2014-2015, para la que es necesario confirmar si permite realizar una evaluación homogénea, en la que el estudiante no se vea afectado en función de quién realiza la evaluación.
El proceso de validación de la homogeneidad de la respuesta de distintos evaluadores se tiene que realizar en un contexto en el que no se dispone de una metodología ampliamente consensuada para realizar esta comprobación; autores que han abordado revisiones de estudios en los que se informa algún tipo de análisis realizado de la fiabilidad inter-evaluadores incluyen distintas metodologías de evaluación, como el porcentaje de acuerdo, Kappa de Cohen o el Coeficiente de correlación intraclase (ICC) entre otras menos frecuentes. Este análisis se puede realizar para cada uno de los criterios de evaluación utilizados, de manera que permita identificar aquellos criterios que presentan una menor homogeneidad frente a otros de los criterios que componen la rúbrica y que pueda ser necesario revisar en un proceso de mejora continua de la herramienta de evaluación que asegure la calidad del proceso y la igualdad de oportunidades de los estudiantes que son evaluados...
The European Higher Education Area (EHEA) promotes a change in teaching-learning methodologies, which focuses on the student to develop the necessary skills and facilitates the harmonization of university systems. One of the changes promoted within the EHEA is reflected in a student-centered evaluation process, as well as the teaching-learning process. Another change introduced in the implementation of the EHEA, is the need for the official bachelor’s teachings to conclude with the preparation and defense of an End-of-Degree Project (EDP), aimed at evaluating competencies associated with the degree. The evaluation of the EDP in the Nursing Degree at UCM, a subject in which a large number of professors participate for the tutoring of the autonomous work carried out by the students, is carried out through the use of a rubric, detailed in the Regulations of the subject made available to students and teachers at the beginning of each academic year. The process of elaboration of the evaluation rubric begins in the academic year 2010-2011 and has been revised in successive academic years, developing a new rubric in the 2014-2015 academic year, for which it is necessary to confirm whether it allows a homogeneous evaluation in which the student is not affected depending on who performs the evaluation. The process of validating the homogeneity in the response of different evaluators, has to be carried out in a context in which there is no widely agreed methodology for this verification; Authors who have addressed reviews of studies in which some type of inter-rater reliability analysis is reported, include different evaluation methodologies, such as the percentage of agreement, Cohen's Kappa or the Intra-class Correlation Coefficient (ICC) among others less frequent. This analysis can be carried out for each evaluation criteria used, to identify those criteria that present less homogeneity compared to other criteria that make up the rubric, so as to identify those criteria that may need to be reviewed in a process of continuous improvement of the evaluation tool to ensure the quality of the process and equal opportunities for the students who are evaluated...
The European Higher Education Area (EHEA) promotes a change in teaching-learning methodologies, which focuses on the student to develop the necessary skills and facilitates the harmonization of university systems. One of the changes promoted within the EHEA is reflected in a student-centered evaluation process, as well as the teaching-learning process. Another change introduced in the implementation of the EHEA, is the need for the official bachelor’s teachings to conclude with the preparation and defense of an End-of-Degree Project (EDP), aimed at evaluating competencies associated with the degree. The evaluation of the EDP in the Nursing Degree at UCM, a subject in which a large number of professors participate for the tutoring of the autonomous work carried out by the students, is carried out through the use of a rubric, detailed in the Regulations of the subject made available to students and teachers at the beginning of each academic year. The process of elaboration of the evaluation rubric begins in the academic year 2010-2011 and has been revised in successive academic years, developing a new rubric in the 2014-2015 academic year, for which it is necessary to confirm whether it allows a homogeneous evaluation in which the student is not affected depending on who performs the evaluation. The process of validating the homogeneity in the response of different evaluators, has to be carried out in a context in which there is no widely agreed methodology for this verification; Authors who have addressed reviews of studies in which some type of inter-rater reliability analysis is reported, include different evaluation methodologies, such as the percentage of agreement, Cohen's Kappa or the Intra-class Correlation Coefficient (ICC) among others less frequent. This analysis can be carried out for each evaluation criteria used, to identify those criteria that present less homogeneity compared to other criteria that make up the rubric, so as to identify those criteria that may need to be reviewed in a process of continuous improvement of the evaluation tool to ensure the quality of the process and equal opportunities for the students who are evaluated...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Enfermería, Fisioterapia y Podología, leída el 28/01/2021