Article

La evaluación del rendimiento académico según los criterios de los profesores y la autopercepción de los alumnos

Revista latinoamericana de estudios educativos, ISSN 0185-1284, Vol. 34, Nº. 2, 2004, pags. 9-27 01/2004;
Source: OAI

ABSTRACT El obejetivo de este estudio es comparar la autopercepción de los alumnos en cuanto a su rendimiento académico con los juicios valorativos de sus profesores. Participaron 474 estudiantes secundarios, asistentes a escuelas públicas y privadas de Argentina, y sus respectivos profesores de matemática y ciencias sociales. Cada alumno fue asignado a uno de dos grupos (251 "buenos" y 223 "malos" alumnos), en función del rendimiento adscrito por sus docentes. Un análisis de contenido de los criterios empleados por los docentes para la evaluación del rendimiento académico mostró tanto similitudes como discrepancias en función de su especialidad disciplinar. En su definición del buen rendimiento, los docentes de matemática resaltaron la importancia del empleo de estrategias adecuadas para resolver problemas, mientras que los docentes de ciencias sociales destacaron las actitudes positivas hacia la escuela. Un análisis multidimensional reveló que los alumnos con buen rendimiento se perciben como académicamente competentes y motivados para aprender, lo que refleja un positivo autoconcepto académico, en sintonía con los criterios valorativos de sus docentes, a diferencia de los alumnos con rendimientos deficientes, quienes mostraron mayores discrepancias con los juicios de sus docentes. Se consideran tales hallazgos a la luz de sus implicaciones para las prácticas educacionales.

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