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Ipsative assessment of essay writing to foster reflection and self-awareness of progress

dc.contributor.advisorAcero Ríos, Claudia Lucía
dc.contributor.advisorAlvira Quiroga, Jesús Roberto
dc.contributor.authorUnivio Cespedes, Diana Jazmin
dc.contributor.authorPerez Montaña, Andrea del Pilar
dc.date.accessioned2014-11-15T17:43:31Z
dc.date.available2014-11-15T17:43:31Z
dc.date.created2014
dc.date.issued2014-11-15
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dc.identifier.urihttp://hdl.handle.net/10818/12491
dc.description114 Páginas.
dc.description.abstractLa evaluación Ipsativa para mejorar la redacción de textos argumentativos tuvo como objetivo analizar cómo un tipo alternativo de evaluación influyó en la habilidad de escritura de 14 adultos jóvenes y 10 adultos de dos universidades colombianas, una con un programa de idiomas para los estudiantes de pregrado de diversas carreras, y la otra en un programa de licenciatura . Ambos contextos, el presencial y en línea correspondientemente, fueron sometidos al mismo proceso de intervención e investigación. Debido a la naturaleza propia de la evaluación ipsativa, este estudio también se interesó en sus efectos sobre el aprendizaje auto-dirigido y a largo plazo. Las preguntas de la investigación se enfocaron en analizar como los estudiantes estructuraban sus ensayos por medio de la retroalimentación ipsativa y como este enfoque de evaluación influenció a los estudiantes a nivel individual. Para este estudio de investigación se reunieron datos cualitativos y cuantitativos de los 24 estudiantes a través de cuatro tipos de instrumentos: pre y post-cuestionarios, un formato ipsativo, ensayos de los estudiantes y sus calificaciones. Estos datos se analizaron por medio de muestreo teórico y estadística descriptiva. El primero permitió a los profesores-investigadores identificar patrones en las reflexiones de los estudiantes y la última describe el desempeño de los estudiantes en la escritura del ensayo. Los resultados revelaron que por medio de la evaluación ipsativa los estudiantes mejoraron la escritura de un ensayo argumentativo ya que comprendieron la importancia de la estructura retórica y el carácter reflexivo de la escritura. La comparación de diversos borradores le permitió a los estudiantes reflexionar sobre cómo mejorar su trabajo al mismo tiempo que les llevo a tomar conciencia de su progreso.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés -- Enseñanza -- Colombia
dc.subjectInglés básico -- Educación
dc.subjectEscritura -- Inglés
dc.titleIpsative assessment of essay writing to foster reflection and self-awareness of progresses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local260020
dc.identifier.localTE06993
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


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