Enfoques de evaluación y uso de la tecnología en la educación Superior. Revisión de alcance

Authors

Chumpitaz-Campos, Lucrecia

Cartagena-Beteta, Mario

Corrales, César

Abstract

Assessment is a central process for the development and progress of learning. Likewise, assessment constitutes the bridge that prevents teaching and learning from being parallel processes that never meet. In this research, it was proposed to identify two approaches to evaluation: assessment of learning and assessment for learning, in 75 research articles located in high impact journals, which address the subject of assessment in higher education. For this, five dimensions of analysis were established on assessment: conception, object, moments, agents and procedures. The methodology used was carried out from a scope review that allowed obtaining an overview of the knowledge on the presence of the aforementioned approaches and identifying how technology is integrated for the purposes of the nature of each assessment approach in higher education. The results show that the Assessment for learning approach has a greater presence than the Assessment of learning approach in research. In the same way, the technological resources used are greater and more diversified in the assessment for learning approach as opposed to the other. They highlight evaluative functionalities closely linked to the improvement and progress of learning, feedback, development of skills, development of reflection, self-evaluation, peer assessment and collaborative assessment.