CRIS

Permanent URI for this communityhttps://investigadores.udd.cl/handle/123456789/1

Browse

Settings

Author: search.filters.author.Verónica VillarroelSubject: search.filters.subject.higher education

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    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
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
    (2023)
    BRUNA JOFRE, DANIELA VALENTINA  
    ;
    María Victoria Pérez
    ;
    Claudio Bustos
    ;
    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