What am I capable? Self-Assessment of Basic Competences
Keywords:
Based competences, self-assessment, primary education.Supporting Agencies:
Universidad de CórdobaAbstract
The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings and type of center have influence for a better or worse self-assessment of students; but extracurricular activities undertaken by students and the increased weekly time devoted are those which cause a greater appreciation of each competence. On the other hand, a lower daily use of television, computer and games console allows that students make a self-assess more capeble to different aspects of both competences.Downloads
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References
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Barna, I., Androne, M. y Dobrota, C. (2012). Linguistic orientation and methodological perspectives in the philosophy of the contemporary education. Procedia. Social and Behavioral Sciences, 47, 1770-1774. doi: 10.1016/j.sbspro.2012.06.898
Buendía, L., Colás, M. P. y Hernández, F. (1998). Métodos de Investigación en Psicopedagogía. Madrid: McGraw-Hill.
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Cheng, Z.J. (2012). Teaching young children decomposition strategies to solve addition problems: An experimental study. The Journal of Mathematical Behavior, 31, 29-47. doi:10.1016/j.jmathb.2011.09.002
Chianese, G. (2012). Assessment for learning: a way to improve continuously. Procedia-Social and Behavioral Sciences, 46, 2927-2931. doi:10.1016/j.sbspro.2012.05.591
Clipa, O., Ignat, A. A. y Rusu, P. (2011). Relations of self-assessment accuracy with motivation level and metacognition abilities in pre-service teacher training. Procedia-Social and Behavioral Sciences, 30, 883-888.
Dearing, E., Casey, B.M., Ganley, C. M., Tillinger, M., Laski, E. y Montecillo, C. (2012). Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27, 458-470. doi:10.1016/j.ecresq.2012.01.002
De la Orden, A. (2011). Reflexiones en torno a las competencias como objeto de evaluación en el ámbito educativo. Revista Electrónica de Investigación Educativa, 13(2), 1-21. Recuperado de http://redie.uabc.mx/vol13no2/contenido-delaorden2.html
Dutro, E. y Selland, M. (2012). “I like to read, but I know I’m not good at it”: Children’s perspectives on High-Stakes Testing in a High-Poverty School. Curriculum Inquiry, 42(3), 340-367. doi: 10.1111/j.1467-873X.2012.00597.x
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Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M. y Dearing, E. (2013). Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies. Learning and Individual Differences, 23, 123-130. doi.org/10.1016/j.lindif.2012.08.001
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Marín, R., Guzmán, I. y Castro, G. (2012). Diseño y validación de un instrumento para la evaluación de competencias en preescolar. Revista Electrónica de Investigación Educativa, 14(1), 182-202. Recuperado de http://redie.uabc.mx/vol14no1/contenido-maringuzmanc.html
Martínez-González, R. A. (2007). La investigación en la práctica educativa: guía metodológica de investigación para el diagnóstico y evaluación en los centros docentes. Madrid: CIDE/MEC.
Orden de 10 de agosto de 2007, por la que se establece la evaluación del proceso de aprendizaje del alumnado de educación primaria en la Comunidad Autónoma de Andalucía. Boletín Oficial de la Junta de Andalucía, número 166, 23 de agosto de 2007).
Pepper, D. (2011). Assessing key competences across the curriculum -and Europe. European Journal of Education, 46(3), 335-353.
Ramírez, A., Lorenzo, E., Ruiz, J. R. y Vázquez, P. (2011). La evaluación de las competencias básicas. Última fase del proceso de operativización. ED.UCO, Revista de Investigación Educativa, 5, 75-97.
Silinskas, G., Lerkannen, M. K., Tolvanen, A., Niemi, P., Poikkeus, A. M. y Nurmi, J. E. (2012). The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1. Journal of Applied Developmental Psychology, 33, 302-310. doi.org/10.1016/j.appdev.2012.07.004
Barna, I., Androne, M. y Dobrota, C. (2012). Linguistic orientation and methodological perspectives in the philosophy of the contemporary education. Procedia. Social and Behavioral Sciences, 47, 1770-1774. doi: 10.1016/j.sbspro.2012.06.898
Buendía, L., Colás, M. P. y Hernández, F. (1998). Métodos de Investigación en Psicopedagogía. Madrid: McGraw-Hill.
Consejo de la Unión Europea (2010). Council conclusions on increasing the level of basic skills in the context of European cooperation on schools for the 21st century. Recuperado de http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/117853.pdf.
Consejo de la Unión Europea (2012). Council conclusions on literacy. Recuperado de http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/133790.pdf
Comisión Europea (2012). Commission Staff Working Document. Assessment of Key Competences in initial education and training: Policy Guidance. Recuperado de http://ec.europa.eu/education/news/rethinking/sw371_en.pdf
Cheng, Z.J. (2012). Teaching young children decomposition strategies to solve addition problems: An experimental study. The Journal of Mathematical Behavior, 31, 29-47. doi:10.1016/j.jmathb.2011.09.002
Chianese, G. (2012). Assessment for learning: a way to improve continuously. Procedia-Social and Behavioral Sciences, 46, 2927-2931. doi:10.1016/j.sbspro.2012.05.591
Clipa, O., Ignat, A. A. y Rusu, P. (2011). Relations of self-assessment accuracy with motivation level and metacognition abilities in pre-service teacher training. Procedia-Social and Behavioral Sciences, 30, 883-888.
Dearing, E., Casey, B.M., Ganley, C. M., Tillinger, M., Laski, E. y Montecillo, C. (2012). Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences. Early Childhood Research Quarterly, 27, 458-470. doi:10.1016/j.ecresq.2012.01.002
De la Orden, A. (2011). Reflexiones en torno a las competencias como objeto de evaluación en el ámbito educativo. Revista Electrónica de Investigación Educativa, 13(2), 1-21. Recuperado de http://redie.uabc.mx/vol13no2/contenido-delaorden2.html
Dutro, E. y Selland, M. (2012). “I like to read, but I know I’m not good at it”: Children’s perspectives on High-Stakes Testing in a High-Poverty School. Curriculum Inquiry, 42(3), 340-367. doi: 10.1111/j.1467-873X.2012.00597.x
Goebel, Z. (2013) (en prensa). Competence to comprehend and knowledging. Language & Communication. Recuperado de http://dx.doi.org/10.1 016/j.langcom.2 013.03.006.
Henson, R. K. y Roberts, J. K. (2006). Use of exploratory Factor Analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416.
Laski, E. V., Casey, B. M., Yu, Q., Dulaney, A., Heyman, M. y Dearing, E. (2013). Spatial skills as a predictor of first grade girls' use of higher level arithmetic strategies. Learning and Individual Differences, 23, 123-130. doi.org/10.1016/j.lindif.2012.08.001
Ley Orgánica 2/2006 de Educación, de 3 de mayo. Boletín Oficial del Estado, número 106, 4 de mayo de 2006).
Marín, R., Guzmán, I. y Castro, G. (2012). Diseño y validación de un instrumento para la evaluación de competencias en preescolar. Revista Electrónica de Investigación Educativa, 14(1), 182-202. Recuperado de http://redie.uabc.mx/vol14no1/contenido-maringuzmanc.html
Martínez-González, R. A. (2007). La investigación en la práctica educativa: guía metodológica de investigación para el diagnóstico y evaluación en los centros docentes. Madrid: CIDE/MEC.
Orden de 10 de agosto de 2007, por la que se establece la evaluación del proceso de aprendizaje del alumnado de educación primaria en la Comunidad Autónoma de Andalucía. Boletín Oficial de la Junta de Andalucía, número 166, 23 de agosto de 2007).
Pepper, D. (2011). Assessing key competences across the curriculum -and Europe. European Journal of Education, 46(3), 335-353.
Ramírez, A., Lorenzo, E., Ruiz, J. R. y Vázquez, P. (2011). La evaluación de las competencias básicas. Última fase del proceso de operativización. ED.UCO, Revista de Investigación Educativa, 5, 75-97.
Silinskas, G., Lerkannen, M. K., Tolvanen, A., Niemi, P., Poikkeus, A. M. y Nurmi, J. E. (2012). The frequency of parents’ reading-related activities at home and children's reading skills during kindergarten and Grade 1. Journal of Applied Developmental Psychology, 33, 302-310. doi.org/10.1016/j.appdev.2012.07.004
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Published
2014-10-17
