Ana-Belén Pérez-Torregrosa

Este documento corresponde a la asignatura "Evaluación en Contextos Digitales" del Máster Universitario en Tecnología Educativa Curso 2025-2026. Y nos acerca a la evaluación educativa en contextos digitales desde una perspectiva teórica y aplicada, destacando su papel central en los procesos de enseñanza-aprendizaje y en la configuración del perfil profesional docente. Contenido: 1. Conceptualización de evaluación. 2. Investigación sobre evaluación con tecnología. Tipos de evaluación con TIC y resultados de investigación. La evaluación con tecnología y su impacto en el proceso educativo. 3. Investigación sobre el papel docente en la evaluación. Evaluación aplicada a procesos, contenidos, recursos, equipamiento u organizaciones en el entorno digital. 4. La evaluación en el contexto digital. Análisis de Herramientas e instrumentos digitales para evaluar y dar feedback. 5. El E-portafolio como instrumento para evaluar. 6. Las e-rúbricas como mecanismo evaluador. 7. Consideraciones éticas de la evaluación.

El presente estudio describe los resultados de un taller de robótica con mBot con el objetivo de medir la creatividad de estudiantes de 9-12 años, en un contexto de educación rural multi-grado. Por tal motivo se diseñó un estudio de caso mediante una medición pretest, postest.

The increasing complexity of networked research demands approaches that combine rigor, efficiency, and collaboration. In this context, artificial intelligence (AI) emerges as a strategic ally in the analysis and organization of scientific literature, facilitating the construction of a robust state-of-the-art framework to support decisions. The present study focuses on evaluating a model for the use of AI that facilitates collaborative literature review by integrating AI tools. The present study employed a descriptive, non-experimental, cross-sectional design. Participants (N = 10) completed a purpose-built questionnaire comprising twenty-five indicators on specific aspects of the model’s use. The participants indicated a high level of knowledge regarding ICT use (M = 8.3; SD = 1.25). The results showed that the System Usability Scale for the tools demonstrated variability; Google Drive scored the highest (M = 77.75; SD = 11.45), while Rayyan.AI scored the lowest (M = 66.00; SD = 20.69). While the findings indicated that AI enhances the efficiency of documentary research and the development of ethical and digital competencies, the participants expressed a need for further training in AI tools to optimize the usability of those integrated into the model. The proposed model CAIM-REL proves to be replicable and holds potential for collaborative research.

Generative artificial intelligence (GAI) is generating significant interest in higher education due to its ability to personalize learning and automate academic and administrative tasks. It also fosters new forms of interaction between faculty and students. Given the limited literature on its application in practicum supervision and mentoring, this study aims to analyze university professors' perceptions of the use of GAI in this educational context. An exploratory and descriptive study with mixed-methods design was conducted with the participation of thirty-one professors and researchers from fifteen universities in seven countries. Within the framework of the RedTICPraxis, four specialists were invited to share their knowledge and experiences through video presentations, which subsequently generated an international debate. The discussions were analyzed using the Coannotation tool, yielding 132 annotations classified using a structured social tagging system based on SWOT categories (strengths, weaknesses, opportunities, and threats) and the additional "uses" tag. The findings highlighted strengths and opportunities, such as IAG's ability to personalize learning, support assessment, and automate practicum-related tasks. In contrast, weaknesses related to technological dependence and threats linked to data privacy and algorithmic biases were observed. In conclusion, participants perceived IAG in the practicum with an ambivalent stance, combining enthusiasm and caution, underscoring the need for digital literacy and ethical use to maximize the benefits and mitigate the risks of its implementation in higher education.

Si bien se han publicado numerosas experiencias sobre las posibilidades de la inteligencia artificial (IA) en la educación en general, no existen, hasta la fecha, publicaciones o revisiones específicas sobre su aplicación en una materia tan particular como el prácticum y las prácticas externas en la universidad. El presente trabajo expone un modelo consolidado de tutorización, supervisión y evaluación de los portafolios digitales en el prácticum y TFG del grado en Pedagogía. Tras la exposición de los hitos más relevantes del modelo, se analizan las posibilidades del uso de la IA en los portafolios digitales para la formación pre-profesional en contextos reales. Se describen las funciones principales y la integración de la IA en el modelo, para concluir con las funciones más relevantes encontradas de su aplicación, especialmente en los diarios reflexivos.

Introduction: This article conducts a literature review on the self-assessment of practical learning in student teachers, identifies gaps in knowledge, and proposes potential guidelines for further research. Self-assessment plays a crucial role in fostering autonomy, self-regulation, perception of self-efficacy, and commitment. The primary research questions addressed are: What research approach do studies of student teachers’ self-assessment adopt? What issues are self-assessed during practicums? What systems are used for student teachers’ self-assessment? Methods: A systematic literature review was undertaken, involving the selection of databases such as ERIC, WoS, Scopus, and Dialnet. Following a systematic search and review process, we analysed 19 articles. Results: We analyse articles selected, specifically, research approach adopted, issues self-assessed during the practicum, and self-assessment systems used. Conclusions: The review highlights that self-assessment in practicum has not yet become a consolidated pre-professional mode of learning. However, it increases awareness of skills essential to the teaching profession. This review gives staff and tutors recommendations for decision-making about more useful self-assessment techniques and their adaptation to teaching practicum.

Las condiciones generadas por el Covid-19 en el curso académico 2020-21 obligó a una educación a distancia para garantizar la continuación de la enseñanza en todas las universidades del mundo. Gracias a la tecnología la educación no se paró, pero obligó a los docentes a buscar metodologías más activas en las videoconferencias. El presente estudio analiza la metodología de anotaciones multimedia -MAM- aplicado en un seminario presencial que fue obligado a virtualizar totalmente mediante videoconferencias. El estudio consiste en un diseño de investigación descriptivo y cualitativo del análisis por categorías de 310 anotaciones y etiquetado social sobre los contenidos/conferencias en formato video, junto con un cuestionario sobre la satisfacción de la metodología aplicada. Los resultados de esta prueba de concepto fue una metodología más activa para las videoconferencias obteniendo una alta satisfacción y participación por los estudiantes con una correlación entre variables de 0,686 según prueba KMO.

This study focuses on e-assessment of oral presentation competence using technology resources in a model that combines project-based learning and flipped learning. This study uses a digital rubric to assess oral presentation competence in different situations of progressive assessment for 99 preservice teachers, situations in which participation was either optional or compulsory. Findings show that the digital rubric used at various times is a methodology and a technology that facilitates the feedback process and dialogue between teachers and students about the assessment criteria. The results support future decisions for methodological design of formative assessment appropriate to online learning environments.