Physiotherapy students’ and teachers’ perception of assessment
This study was inspired in educational reflection, especially the assessment process. Teachers’ and students’ conceptions of assessment influence the teaching and learning process. Such concepts are based in theoretical positions involving certain educational models and, therefore, assessment paradi...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873 |
| _version_ | 1801706435429531648 |
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| author | Cáceres Bermón, Zoraya Trinidad Munévar Ramírez, Olga Jeannette Lara Gómez, Luisa Liliana |
| author_facet | Cáceres Bermón, Zoraya Trinidad Munévar Ramírez, Olga Jeannette Lara Gómez, Luisa Liliana |
| author_sort | Cáceres Bermón, Zoraya Trinidad |
| collection | OJS |
| description | This study was inspired in educational reflection, especially the assessment process. Teachers’ and students’ conceptions of assessment influence the teaching and learning process. Such concepts are based in theoretical positions involving certain educational models and, therefore, assessment paradigms. The aim was to unveil physiotherapy teachers’ and students’ conceptions of assessment at the University of Pamplona and their impact on clinical practice. A qualitative approach based on the phenomenological method was used. Data were collected through a question guide developed during interviews and through the observation of students’ and supervising teachers’ assessment practice in the second level of physiotherapy clinical practices at the University of Pamplona. Grounded theory was used for analysis and interpretation of information. According to the results, teachers and students see assessment as a regulating element that allows for a specific observation of accomplishment of activities related to the context where clinical practices are developed. Decision-making is identified and students’ progress, performances, and skills are highlighted |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7873 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-78732024-03-15T21:49:06Z Physiotherapy students’ and teachers’ perception of assessment Percepción de la evaluación en estudiantes y docentes del programa de fisioterapia La perception des enseignants et des etudiants en physiotherapie quant a l’evaluation Percepção da avaliação em estudantes e docentes do programa de fisioterapia Cáceres Bermón, Zoraya Trinidad Munévar Ramírez, Olga Jeannette Lara Gómez, Luisa Liliana perception assessment students teachers program Percepción Evaluación Estudiantes Docentes Programa perception évaluation étudiants enseignants programme percepção avaliação estudantes docentes programa This study was inspired in educational reflection, especially the assessment process. Teachers’ and students’ conceptions of assessment influence the teaching and learning process. Such concepts are based in theoretical positions involving certain educational models and, therefore, assessment paradigms. The aim was to unveil physiotherapy teachers’ and students’ conceptions of assessment at the University of Pamplona and their impact on clinical practice. A qualitative approach based on the phenomenological method was used. Data were collected through a question guide developed during interviews and through the observation of students’ and supervising teachers’ assessment practice in the second level of physiotherapy clinical practices at the University of Pamplona. Grounded theory was used for analysis and interpretation of information. According to the results, teachers and students see assessment as a regulating element that allows for a specific observation of accomplishment of activities related to the context where clinical practices are developed. Decision-making is identified and students’ progress, performances, and skills are highlighted La motivación de este estudio es la reflexión educativa, particularmente el proceso de evaluación. Las concepciones de evaluación, asumidas tanto por docentes como por estudiantes, condicionan el proceso de enseñanza y aprendizaje, en las cuales una determinada postura teórica involucra cierto modelo educativo y, con ello, un paradigma evaluativo. El propósito fue develar las concepciones de evaluación en estudiantes y docentes del programa de Fisioterapia de la Universidad de Pamplona y su incidencia en las prácticas clínicas. Se utilizó el enfoque cualitativo, apoyado en el método fenomenológico. Los datos fueron recolectados mediante una guía de preguntas desarrollada en entrevista y la observación de la praxis evaluativa de estudiantes y docentes supervisores del nivel 2 de prácticas clínicas de Fisioterapia de la Universidad de Pamplona. Para el análisis y la interpretación de la información se utilizó la teoría fundamentada. En los resultados, docentes y estudiantes perciben la evaluación como elemento regulador que permite la observación puntual del cumplimiento de actividades propias del escenario de prácticas clínicas donde se desarrolla. Se reconoce la toma de decisiones y se resaltan avances, desempeños y capacidades de los estudiantes Cette étude s’inspire de la réflexion éducative, particulièrement du processus d’évaluation. Les conceptions des étudiants et des enseignants quant à l’évaluation conditionnent le processus d’enseignement et d’apprentissage; elles se basent sur certaines positions théoriques qui impliquent des modèles éducatifs et, par conséquent, des paradigmes de l’évaluation. L’objectif poursuivi a été de dévoiler les conceptions des enseignants et des étudiants en physiothérapie de l’Université de Pamplona quant à l’évaluation et son incidence sur les pratiques cliniques. Une approche qualitative basée sur la méthode phénoménologique a été utilisée. Les données ont été recueillies au moyen d’un questionnaire-guide développé lors des entretiens et au moyen de l’observation de la pratique évaluative des étudiants et des enseignants surveillants du niveau deux des pratiques cliniques de physiothérapie à l’Université de Pamplona. La théorisation ancrée a été utilisée pour analyser et interpréter les données. Selon les résultats de l’étude, les enseignants et les étudiants voient l’évaluation comme un élément régulateur permettant l’observation spécifique de l’accomplissement d’activités concernant le scénario où les pratiques cliniques sont développées. La prise de décision est identifiée et les progrès, les performances, et les capacités des étudiants sont soulignés A motivação deste estudo é a reflexão educativa, particularmente o processo de avaliação. As concepções de avaliação, assumidas tanto por docentes como por estudantes, condicionam o processo de ensino e aprendizagem, nas quais uma determinada postura teórica compromete certo modelo educativo e, com ele, um paradigma avaliativo. O propósito foi mostrar as concepções de avaliação em estudantes e docentes do programa de Fisioterapia da Universidade de Pamplona e suas incidências nas práticas clínicas. Foi utilizado o enfoque qualitativo, apoiado no método fenomenológico. Os dados foram coletados mediante uma guia de perguntas desenvolvidas em entrevistas e a observação da práxis avaliativa de estudantes e docentes supervisores do nível dois de práticas clínicas de Fisioterapia de Universidade de Pamplona. Para a análise e a interpretação da informação se utilizou a teoria fundamentada. Nos resultados, docentes e estudantes percebem a avaliação como elemento regulador que permite a observação pontual do cumprimento de atividades próprias do cenário de práticas clínicas onde se desenvolve. Reconhece-se a toma de decisões e se destacam avances, desempenhos e capacidades dos estudantes Universidad Pedagógica y Tecnológica de Colombia 2019-04-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873 10.19053/22160159.v10.n22.2019.7873 Praxis & Saber; Vol. 10 No. 22 (2019): Maestro, didáctica y formación; 289 - 308 Praxis & Saber; Vol. 10 Núm. 22 (2019): Maestro, didáctica y formación; 289 - 308 Praxis & Saber; Vol. 10 No 22 (2019): Maestro, didáctica y formación; 289 - 308 Praxis & Saber; V. 10 N. 22 (2019): Maestro, didáctica y formación; 289 - 308 Praxis & Saber; v. 10 n. 22 (2019): Maestro, didáctica y formación; 289 - 308 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873/7749 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873/8925 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873/8962 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873/9029 Derechos de autor 2019 Zoraya Trinidad Cáceres Bermón, Olga Jeannette Munévar Ramírez, Luisa Liliana Lara Gómez https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | perception assessment students teachers program Percepción Evaluación Estudiantes Docentes Programa perception évaluation étudiants enseignants programme percepção avaliação estudantes docentes programa Cáceres Bermón, Zoraya Trinidad Munévar Ramírez, Olga Jeannette Lara Gómez, Luisa Liliana Physiotherapy students’ and teachers’ perception of assessment |
| title | Physiotherapy students’ and teachers’ perception of assessment |
| title_alt | Percepción de la evaluación en estudiantes y docentes del programa de fisioterapia La perception des enseignants et des etudiants en physiotherapie quant a l’evaluation Percepção da avaliação em estudantes e docentes do programa de fisioterapia |
| title_full | Physiotherapy students’ and teachers’ perception of assessment |
| title_fullStr | Physiotherapy students’ and teachers’ perception of assessment |
| title_full_unstemmed | Physiotherapy students’ and teachers’ perception of assessment |
| title_short | Physiotherapy students’ and teachers’ perception of assessment |
| title_sort | physiotherapy students and teachers perception of assessment |
| topic | perception assessment students teachers program Percepción Evaluación Estudiantes Docentes Programa perception évaluation étudiants enseignants programme percepção avaliação estudantes docentes programa |
| topic_facet | perception assessment students teachers program Percepción Evaluación Estudiantes Docentes Programa perception évaluation étudiants enseignants programme percepção avaliação estudantes docentes programa |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7873 |
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