Rúbriques i feedback a classe en un curs amb contingut estadístic en educació superior

REIRE Revista d'Innovació i Recerca en Educació

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Title Rúbriques i feedback a classe en un curs amb contingut estadístic en educació superior
Rubrics and in-class feedback on a higher education course with statistical content
Rúbricas y feedback en clase en un curso con contenido estadístico en educación superior
 
Creator Bono, Roser
Núñez-Peña, María
 
Subject Rúbriques; Feedback a classe; Rendiment acadèmic; Ansietat als exàmens; Educació superior
Rubrics; In-class feedback; Academic achievement; Test anxiety; Higher education
Rúbricas; Feedback en clase; Rendimiento académico; Ansiedad ante los exámenes; Educación superior
 
Description 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.
INTRODUCTION: This study analyzed the influence of two types of feedback (via rubrics and in-class) on students’ academic achievement in a higher education course with statistical content. Students’ views regarding the usefulness of these types of feedback were also examined. METHODS: After validating the rubrics in a sample of 100 students, a sample of 135 students was used to address the main objective of the study. The samples comprised undergraduates from the University of Barcelona who were taking a course called Research Designs as part of the Universiy of Barcelona’s Degree in Psychology. RESULTS: The majority of students regarded both types of feedback as being useful. Academic achievement did not differ according to whether students used rubrics, attended feedback classes, or made use of both types of feedback. However, there was a positive association between the frequency of attendance at feedback classes and academic performance. Finally, the students who reported feeling less anxious about exams as a result of using rubrics or attending feedback classes obtained better exam grades. DISCUSSION: This study shows that teaching approaches which include feedback may lead students to have a more favourable view of their learning, especially when the feedback is more personalized and given in class.
INTRODUCCIÓN: Este estudio analiza la influencia de dos tipos de feedback (a través de rúbricas y en clase) sobre el rendimiento académico en una asignatura con contenido estadístico. También se examinó la opinión de los estudiantes sobre su utilidad. MÉTODO: Después de validar las rúbricas con una muestra de 100 estudiantes, se utilizó otra muestra de 135 estudiantes para el objetivo principal del estudio. Las muestras estaban formadas por estudiantes de Diseños de Investigación del grado de Psicología de la Universidad de Barcelona. RESULTADOS: La mayoría de estudiantes valoró positivamente la utilidad de ambos tipos de feedback. No se observaron diferencias en el rendimiento académico entre los estudiantes que utilizaron las rúbricas, los que asistieron a las clases de feedback y los que usaron ambos tipos de feedback. Sin embargo, se observó una asociación positiva entre la frecuencia de asistencia a las clases de feedback y el rendimiento. Finalmente, los estudiantes que percibieron que el uso de las rúbricas o las clases de feedback ayudaban a reducir su ansiedad ante los exámenes obtuvieron mejores notas. DISCUSIÓN: Este estudio muestra que los procesos de enseñanza que incluyen feedback pueden llevar a los estudiantes a tener una visión más favorable de su aprendizaje, especialmente cuando el feedback se da de manera más personalizada, en clase.
 
Publisher Universitat de Barcelona
 
Contributor Project 2014PID-UB/069 of the University of Barcelona
Project GINDOC-UB/099 of the Consolidated Group for Innovation in Teaching of the University of Barcelona
Project 2014PID-UB/069 of the University of Barcelona
Project GINDOC-UB/099 of the Consolidated Group for Innovation in Teaching of the University of Barcelona
Project 2014PID-UB/069 of the University of Barcelona
Project GINDOC-UB/099 of the Consolidated Group for Innovation in Teaching of the University of Barcelona
 
Date 2019-01-07
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion



 
Format application/pdf
 
Identifier http://revistes.ub.edu/index.php/REIRE/article/view/reire2019.12.122560
10.1344/reire2019.12.122560
 
Source REIRE Revista d'Innovació i Recerca en Educació; Vol. 12, No 1 (2019): (juliol-desembre, 2018); 1–14
REIRE Revista d'Innovació i Recerca en Educació; Vol. 12, No 1 (2019): (juliol-desembre, 2018); 1–14
REIRE Revista d'Innovació i Recerca en Educació; Vol. 12, No 1 (2019): (juliol-desembre, 2018); 1–14
2013-2255
 
Language eng
 
Relation http://revistes.ub.edu/index.php/REIRE/article/view/reire2019.12.122560/28130
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Rights Copyright (c) 2018 Roser Bono, María Núñez-Peña
http://creativecommons.org/licenses/by/4.0
 

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