Retos de la evaluación contextualizada del aprendizaje en el alumnado universitario novel

Laburpena

This paper analyses the experience of a sample of 196 students of Pre- School and Primary Education Grade in their first approach to the contextualised assessment demands. The competency assessment calls for the adoption of practical and located methodological approaches that replicate the real professional performance by means of authentic or realistic demands. Compared to the theoretical and repetitive tasks typically employed in Pre-School and Primary Education, the development of the contextualised assessment demands requires the implementation of different skills and work strategies, based in the integration and transference of diverse nature resources. The present study reports on the conclusions of a comparative analyse that contrasts the challenges that the contextualised assessment sets out for the novice university student body with their different experiences involving the formative or summative assessment. The results obtained suggest that the authentic or plausible assessment tasks produce insecurity, confusion and a certain resistance among the students, particularly when their carrying out responds to accrediting purposes. In comparison with the decontextualized ones, the contextualized tasks are acknowledge a greater educational and professional applicability, though an also higher level of difficulty. As a consequence, the levels of motivation reported during their implementation substantially vary depending on the pedagogical or social aim of the activity.