La evaluación de la participación en equipos de trabajo universitarios (Assessment of participation in higher education team working activities)

Mª Ángeles Andreu-Andrés, Miguel García-Casas

Abstract

Abstract

Teniendo en cuenta que entre las competencias más valoradas por las empresas de ingeniería destacan la habilidad para tomar decisiones, la capacidad de trabajo en equipo, la iniciativa y la capacidad para resolver problemas junto a una comunicación eficiente, se ha llevado a cabo una experiencia basada en el aprendizaje activo y el trabajo en equipo en el que los participantes han necesitado ponerlas en práctica. Antes de iniciar la experiencia con la metodología activa han tenido que definir lo que entienden por participación en una multitarea grupal y decidir la manera de evaluar la suya propia y la de sus compañeros, una vez concluida la experiencia de trabajo en equipo; el trabajo aporta la rúbrica diseñada y probada por los estudiantes participantes en este estudio para medirla. El análisis cuantitativo de las puntuaciones muestra la no existencia de diferencias estadísticamente significativas entre las puntuaciones de autoevaluación y evaluación entre pares excepto en el tiempo dedicado a preparar la resolución de la multitarea de trabajo en equipo.

(Since among the competences which are most valued by engineering corporations are the ability to make decisions, the capacity for teamwork, one’s initiative and the capacity for solving problems together with an efficient communication, an experience based on active learning and team-working in which participants had to put them into practice was carried out. Before starting the experience with an active learning strategy, students had to decide on what they understood by participation in multi-task teamwork and the way to assess it in order to self-assess their own participation and evaluate their peers’ after the team-working experience; this study includes the rubric designed and tested by the participants to measure it. A quantitative analysis of the grades indicated that there were no significant differences between self and peer assessment marks except with regard to the students’ preparation time to solve the team-working multitask.)


Keywords

Assessment; evaluación; participation; participación; team-working; trabajo en equipo; rubric; rúbrica

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