Uso de TIC en la evaluación formativa para estudiantes de nivel superior: una revisión sistemática
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente estudio tiene como objetivo realizar una revisión sistemática de la literatura sobre el uso de las Tecnologías de la Información y la Comunicación (TIC) en la evaluación formativa de estudiantes de nivel superior. Para ello, se utilizaron fichas de recolección de datos extraídas de bases científicas como Scopus, Web of Science y Google Scholar. El método empleado fue una revisión sistemática, aplicando la técnica PRISMA para la selección rigurosa de estudios relevantes.
Se analizaron artículos publicados en los últimos siete años, con el fin de identificar las herramientas tecnológicas empleadas, las metodologías aplicadas y los impactos reportados en los procesos evaluativos. Entre las conclusiones, se destaca que el uso de las TIC en la evaluación formativa mejora la retroalimentación y permite personalizar el aprendizaje. Estas herramientas tecnológicas optimizan los procesos evaluativos, proporcionando evaluaciones más precisas y eficientes. Además, las TIC impactan positivamente en la calidad del aprendizaje, ofreciendo a docentes y planificadores recomendaciones clave para mejorar continuamente la evaluación formativa. El análisis sistemático revela un crecimiento significativo en la investigación sobre TIC y evaluación formativa, siendo China, España y Estados Unidos los principales países en términos de productividad. Las principales instituciones y revistas científicas aseguran la calidad y el rigor de los estudios, en su mayoría publicados en revistas de alto cuartil. A pesar de la solidez metodológica y las conclusiones equilibradas, algunos estudios requieren un mayor rigor. Finalmente, la predominancia de organizaciones y actores clave subraya la importancia del contexto institucional en la implementación de las TIC en la evaluación formativa.
The objective of this study is to conduct a systematic review of the literature on the use of Information and Communication Technologies (ICT) in formative assessment for higher education students. To achieve this, data collection sheets were used, derived from scientific databases such as Scopus, Web of Science, and Google Scholar. The method employed was a systematic review, applying the PRISMA technique to ensure the rigorous selection of relevant studies. Articles published in the last seven years were analyzed to identify the technological tools used, the methodologies applied, and the reported impacts on evaluative processes. Among the conclusions, it is highlighted that the use of ICT in formative assessment improves feedback and allows for personalized learning. These technological tools optimize the evaluation processes, providing more precise and efficient assessments. Furthermore, ICT has a positive impact on the quality of learning, offering key recommendations to educators and planners for continuously improving formative assessment. The systematic analysis reveals a significant growth in research on ICT and formative assessment, with China, Spain, and the United States being the leading countries in terms of productivity. Major institutions and scientific journals ensure the quality and rigor of the studies, most of which are published in high-quartile journals. Despite the methodological soundness and balanced conclusions, some studies require greater rigor. Finally, the prominence of organizations and key actors highlights the importance of the institutional context in the implementation of ICT in formative assessment.
The objective of this study is to conduct a systematic review of the literature on the use of Information and Communication Technologies (ICT) in formative assessment for higher education students. To achieve this, data collection sheets were used, derived from scientific databases such as Scopus, Web of Science, and Google Scholar. The method employed was a systematic review, applying the PRISMA technique to ensure the rigorous selection of relevant studies. Articles published in the last seven years were analyzed to identify the technological tools used, the methodologies applied, and the reported impacts on evaluative processes. Among the conclusions, it is highlighted that the use of ICT in formative assessment improves feedback and allows for personalized learning. These technological tools optimize the evaluation processes, providing more precise and efficient assessments. Furthermore, ICT has a positive impact on the quality of learning, offering key recommendations to educators and planners for continuously improving formative assessment. The systematic analysis reveals a significant growth in research on ICT and formative assessment, with China, Spain, and the United States being the leading countries in terms of productivity. Major institutions and scientific journals ensure the quality and rigor of the studies, most of which are published in high-quartile journals. Despite the methodological soundness and balanced conclusions, some studies require greater rigor. Finally, the prominence of organizations and key actors highlights the importance of the institutional context in the implementation of ICT in formative assessment.
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Keywords
TIC, Evaluación formativa