Evaluación Auténtica y Evaluación Orientada al Aprendizaje en Educación Superior. Una Revisión en Bases de Datos Internacionales

  1. Barrientos-Hernán, Emilio José
  2. López-Pastor, Víctor M.
  3. Pérez-Brunicardi, Dario
Journal:
Revista Iberoamericana de Evaluación Educativa

ISSN: 1989-0397

Year of publication: 2020

Volume: 13

Issue: 2

Pages: 67-83

Type: Article

DOI: 10.15366/RIEE2020.13.2.004 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Iberoamericana de Evaluación Educativa

Sustainable development goals

Abstract

This paper analyses a review of the international literature on “Learning Oriented Assessment” (LOA) and “Authentic Assessment” (AA) in Higher Education (HE). The European Higher Education Area (EHEA) implies new challenges on Formative Assessmet (FA) and the approaches related to it. A literature review has been carried out using three international databases: WOS, ERIC and Google Scholar. A content analysis has been carried out establishing two categories: LOA and AA. The main results on LOA are: (1) Assessment tasks should be designed to stimulate sound learning practices amongst students; (2) Assessment should involve students actively in engaging with criteria, quality, their own and/or peers’ performance; (3) Feedback should be timely and forward-looking so as to support current and future student learning. Most of the experiences show positive aspects using LOA-HE. The results on AA-HE show the main criteria to define it as: (1) do authentic tasks in the classroom with the same or similar characteristics to real life work-tasks; (2) use mimetic or similar contexts to real-work spaces. Most of the experiences show that students assessed very positively this type of assessment due to their connection with real life and/or future world contexts.

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