Resumen

ALVAREZ CISTERNAS, Marisol del Carmen  y  JIMENEZ MENA, Karen Nicole. Promotion of deep learning from transformational evaluation models on Adult Education program. Varona [online]. 2024, n.79  Epub 30-Mar-2024. ISSN 1992-8238.

The implementation of transformational evaluation approaches that promote the empowerment and active participation of students has produced a change in paradigm and in the linearity of student evaluation processes. The objective was to describe the implementation and impact of active and collaborative evaluation among university teachers who participated in the Diploma of Innovation in University Teaching. The study started from a qualitative-descriptive and intrinsic case methodological approach. The results show the strengths and critical nodes, as well as the proposals for improvement. Among the aspects that can be highlighted, the students recognize that the indications and guidelines provided by their teachers helped them organize their work and activities, responding to the requirements of the evaluative tasks with more certainties than uncertainties. Likewise, the evaluative tasks helped them reveal and recognize their strengths and weaknesses in their learning, which meant they made decisions and sought solutions to challenges. It is recognized that collaborative work enhanced their productivity, having the opportunity to make autonomous decisions regarding how to present the products requested by the teacher.

Palabras clave : Educational innovation; learning; evaluation; self-regulation; empowerment.

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