Estrategia de evaluación para validar el resultado de las actividades de aprendizaje activo con enfoque lúdico del curso de Pensamiento Sistémico de la Universidad Autónoma de Occidente

Abstract

Currently, the Autónoma de Occidente University has an interest in implementing Active Learning Activities with a Playful Approach (AAAEL) in order to propose changes in the teaching-learning process, however, there has been a need to validate this methodology in a quantitative way of knowing the impact that this generates in the academic performance of the students, therefore, in the project an evaluation strategy is modified that allows to analyze this situation. The different methodologies to evaluate the AAAEL were studied and in this way ideas were collected to design a strategy of evaluation by competencies. The evaluation process proposed is based on the construction of four rubrics, applied in three phases: the diagnosis was carried out before the practice; during the practice the hetero-evaluation was used and after the practice, the self-evaluation and the coevaluation were resolved. Each of them contains five competencies (configuration and problem solving; oral, written and graphic communication; critical thinking; autonomous and continuous learning; and teamwork), their respective items to be evaluated, the scale and the percentage of assessment. To carry out the respective analysis of the project, the pilot test was executed in which the evaluation proposal was implemented in two groups, one with 25 students who had already taken the subject and another with 24 students who are studying it. Therefore, when conducting such research, a large percentage of the students who were part of the process, participated autonomously, taking into account that the activity required a greater degree of participation and teamwork, therefore, in both groups a result was observed satisfactory since when comparing the evaluation instruments in each competition it was observed that there were improvements in student performance. However, there are students who still need to improve aspects such as: applying the subjects of the subject to design and select the best solution alternative; coherence and the use of appropriate language in exposing, sustaining and proposing their ideas; the difficulty to defend his position clear; the level of appropriation, analysis and understanding in their contributions; the development of the tasks assigned by the team and the low participation during the practice