22 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
The Spanish university has established, among other objectives one of preferred goals is to improve external practices (or internships) programs for Higher Education. To achieve this goal the university is providing internal evaluation mechanisms which allow for indicators to improve evaluation processes of these training activities. In this process the external practices’ coordinators, academic tutors and external tutors play a critical role as responsible agents, among other things, for the development and evaluation of these training activities, and in particular the learning acquired by students.
In the context of a broader research we present the information provided by the different stakeholders involved in external practices on tools and strategies used by them in the process of relevant data collecting to assess the learning reached by students during external practice time. It has also asked the stakeholders to indicate which are papers and reports must provide the students, and also what are the elements that underlie the judgments about the learning achieved by students in this formative period.
The objectives to be achieved in this work are:
- To know what tools and strategies are used by stakeholders to obtain relevant information to assess the learning achieved by students in the external practices period.
- To obtain relevant information on papers and reports that students have to do during and after external practices, understood as key elements to assess the learning reached by students.
It has asked stakeholders to assess as potential tools or strategies for data collection questionnaires, interviews, internship final report, attendance to schools and practice institutions and self-evaluation. As stakeholders involved in the evaluation process the coordinators, academic tutors (internship professor or degree teachers), external tutors (professional organizations tutors or internship site supervisor) have been considered. To get the information “ad hoc” questionnaires have been developed for each stakeholder containing questions regarding these and other strategies. Furthermore, through an open question that has offered to informants the opportunity to relate what other options are used to collect this information. The questions have binary response option “yes”/”no”.
From data collected an analysis of frequencies and percentages has performed and presented in tables and bar chart. In addition, to further data analysis relevant inferential analysis has made to know if the answers provided by the stakeholders are adjusted equally in the affirmative and negative choices in each item with the nonparametric binomial test, and also have studied the differences between affirmative response rates within different items using the McNemar nonparametric test.
García Jiménez, E. (2006). Prácticas externas. En De Miguel, M. (Coord.). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Madrid: Alianza Editorial. García Manjón, J.V. (2008). Los nuevos modelos educativos: adquisición competencial, empleabilidad y entornos prácticos de trabajo. En I. Rodríguez Escanciano (Ed.). El nuevo perfil del profesor universitario en el EEES: claves para la renovación metodológica. Valladolid: Servicio Publicaciones Universidad Europea Miguel de Cervantes. González, J., y Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final. Proyecto Piloto – Fase 1. Bilbao: Universidad de Deusto. González López, I. (2004). Calidad en la Universidad. Evaluación e indicadores. Salamanca: Ediciones Universidad de Salamanca. Le Boterf, G. (2001).Ingeniería de las competencias. Barcelona: Ediciones Gestión 2000. Levy-Leboyer, C. (2003). Gestión de las competencias. Barcelona: Ediciones Gestión 2000. De Miguel, M. (Coord.). (2003). Evaluación de la calidad de las titulaciones universitarias. Guía metodológica. Madrid: MECD. De Miguel, M. (2006). (Coord.). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Madrid: Alianza. Tejada, J. (2005). “El trabajo por competencias en el practicum: cómo organizarlo y cómo evaluarlo”. Revista Electrónica de Investigación Educativa, 7 (2), consultada 12-04-2011. http://redie.uabc.mx/vo7no2/contenido-tejada.html. pp. 1-31. Zabalza, M. A. (2004). “Condiciones para el desarrollo del practicum”. Revista de Curriculum y Formación del Profesorado, 8 (2). Zabalza, M. A. (2006). Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Madrid: Narcea.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.