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How authentic are assessments in vocational education? An analysis from Chilean teachers, students, and examinations
(2024)
Verónica Villarroel
;
MELIPILLAN ARANEDA, EDMUNDO ROBERTO
;
Javiera Santana
;
Diego Aguirre
<jats:p>Authentic assessment promotes professional skills, bridging the gap between academic knowledge and real-world scenarios. Given the challenges faced by vocational education in Chile, there is a keen interest in assessment methods within both secondary schools and higher education institutions. A non-experimental quantitative design was employed. The methodological approach used was a cross-sectional survey. The study's sample included 244 students, 37 teachers, and a compilation of 905 questions sourced from written examinations. The findings reveal certain disparities in perspectives between teachers, students, and the examinations reviewed. On one hand, secondary vocational education teachers perceive the quality of assessments to exceed those of their counterparts in higher vocational education. Conversely, students in higher vocational education express a heightened sense of depth and engagement in their learning compared to their secondary vocational education peers. Upon examination of the assessments, it becomes evident that while written examinations are more prevalent in secondary vocational schools, these often involve open-ended and analytical inquiries. In contrast, higher vocational education institutions predominantly rely on closed-response questions that lean toward rote memorization. However, when these questions are open-ended, they are more oriented toward the transfer of knowledge compared to the secondary vocational education level. The level of realism is more pronounced in higher vocational education than in secondary vocational education. Both educational tiers exhibit gaps in attaining the principles of authentic assessment.</jats:p>
Scopus© Citations 1 2
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Authentic assessment training for university teachers
(2024)
Verónica Villarroel
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BRUNA JOFRE, DANIELA VALENTINA
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Carola Bruna
;
Gavin Brown
;
David Boud
Scopus© Citations 4 3
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Relationships between Pedagogical Practices and Affective States for Effective Teaching during the COVID-19 Pandemic: Insights from University Professors
(2024)
Carola Bruna
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Verónica Villarroel
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SÁNCHEZ OÑATE, ALEJANDRO ANTONIO
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Joaquin Cortes
;
Pablo Castro-Carrasco
<jats:p>Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the professors’ competence and the professor–student relationship, we conducted linear regression models. Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors. Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities. Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.</jats:p>
11Scopus© Citations 3
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Emotions of University Professors and Students in Times of Pandemic: An Analysis from the Perspective of Resilience in Chilean Higher Education
(2023)
Enrique Riquelme
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Verónica Villarroel
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Ricardo García
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Carlos Pérez
;
Gerardo Fuentes
<jats:p>COVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were also a sign of anxiety in the face of new emergency didactic interaction. It has been documented that emotions influence learning; however, few studies have analyzed learning during a pandemic from a resilience approach. The perceptions of the teaching–learning process of 654 professors and 1540 students from 34 Chilean universities were analyzed. Emotions experienced in remote education during the pandemic were studied in relation to professor empathy, respect in the virtual classroom, student/professor technological resources, didactic strategies, student participation, group work, tutoring, perception of learning, assessment, and perception of demand. The results show a direct relationship between professor and student positive emotions and the quality of perceived pedagogical practice and interaction.</jats:p>
Scopus© Citations 4
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The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
(2023)
BRUNA JOFRE, DANIELA VALENTINA
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María Victoria Pérez
;
Claudio Bustos
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Verónica Villarroel
<jats:p>The aim of this study was to assess the impact of a teaching training program on teachers’ knowledge, self-efficacy, and teaching practices. A 21-h program was developed to enhance self-regulated learning in higher education students, focusing on planning, teaching, and assessment practices. The research design employed a quasi-experimental approach, utilizing pre- and post-tests with an experimental group and a control group. The experimental group consisted of 32 teachers, while the control group comprised 28 teachers. The results obtained from a Linear Multi-level Model analysis revealed the following findings: (1) the training program did not have a significant impact on the participants’ knowledge; (2) there was a significant positive effect on overall teacher self-efficacy, with the Health Sciences and Psychology faculties demonstrating higher levels of self-efficacy compared to other faculties; and (3) the training program significantly improved teaching practices for the promotion of self-regulated learning, with no significant differences observed between faculties.</jats:p>
22Scopus© Citations 2

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