Design of a test execution of strategies for learning of university students

Design of a test execution of strategies for learning of university students

The objective of this study was to design and validate a test on learning strategies, in an execution context from a multidimensional model of evaluation. Through an Analysis of Cognitive Task (ACT) identified the types of content to be evaluated and the cognitive operations that underlie learning t...

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Autores principales: González Lomelí, Daniel, Maytorena Noriega, María de los Ángeles, Varela Romero, César Walterio, Domínguez Guedea, Rosario Leticia
Formato: Online
Lenguaje:spa
Publicado: Consorcio de Universidades Mexicanas A.C. 2014
Acceso en línea:https://psicumex.unison.mx/index.php/psicumex/article/view/240
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spelling oai:https:--psicumex.unison.mx-:article-2402021-08-15T07:03:20Z Design of a test execution of strategies for learning of university students Diseño de una prueba de ejecución de estrategias para el aprendizaje de estudiantes universitarios González Lomelí, Daniel Maytorena Noriega, María de los Ángeles Varela Romero, César Walterio Domínguez Guedea, Rosario Leticia Learning strategies test execution design and validate university students evaluation Estrategias de aprendizaje prueba de ejecución diseño y validación estudiantes universitarios evaluación The objective of this study was to design and validate a test on learning strategies, in an execution context from a multidimensional model of evaluation. Through an Analysis of Cognitive Task (ACT) identified the types of content to be evaluated and the cognitive operations that underlie learning the content of the text Strategies to learn how to learn on the subject of the same name, a public university in the northwest of Mexico. From the results of the ACT was developed a test of Learning Strategies (EPA) formed with 28 reagents, which are applied to an intentional sample of 144 undergraduate students. A Rasch analysis resulted in a test of 26 reagents, subsequently were confirmatory factorial analysis, through structural equation modeling, by types of knowledge (declarative and procedural) and by execution context (recognition and remembrance); two models were obtained with appropriate adjustment to the data according to the indices more accepted. Engineering students gain a greater performance in the EPA test to be evaluated in the context of remembrance, in comparison with those of psychology. El objetivo del presente estudio fue diseñar y validar una prueba sobre estrategias de aprendizaje en un contexto de ejecución a partir de un modelo multidimensional de evaluación. A través de un Análisis Cognoscitivo de Tarea (ACT), se determinaron los tipos de contenidos a ser evaluados y las operaciones cognoscitivas que subyacen tras el aprendizaje del contenido del texto Estrategias para aprender a aprender de la materia del mismo nombre, de una universidad pública del noroeste de México. A partir de los resultados del ACT, se elaboró una prueba de Estrategias Para el Aprendizaje (EPA) constituida con 28 reactivos, la cual se aplicó a una muestra intencional de 144 estudiantes de licenciatura. Un análisis Rasch dio como resultado una prueba de 26 reactivos, posteriormente, se realizaron análisis factoriales confirmatorios, por medio de modelamiento por ecuaciones estructurales, por tipos de conocimientos (declarativo y procedimental) y por contexto de ejecución (reconocimiento y recuerdo); se obtuvieron dos modelos con ajuste adecuado a los datos de acuerdo con los índices más aceptados. Los estudiantes de ingeniería obtuvieron un mayor desempeño en la prueba EPA al ser evaluados en el contexto de recuerdo, en comparación con los de psicología. Consorcio de Universidades Mexicanas A.C. 2014-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://psicumex.unison.mx/index.php/psicumex/article/view/240 10.36793/psicumex.v4i1.240 Psicumex; Vol. 4 No. 1 (2014): PSICUMEX Semestral Journal January-June 2014; 24-51 Psicumex; Vol. 4 Núm. 1 (2014): PSICUMEX Revista Semestral Enero - Junio 2014; 24-51 2007-5936 spa https://psicumex.unison.mx/index.php/psicumex/article/view/240/186
institution Psicumex
collection OJS
language spa
format Online
author González Lomelí, Daniel
Maytorena Noriega, María de los Ángeles
Varela Romero, César Walterio
Domínguez Guedea, Rosario Leticia
spellingShingle González Lomelí, Daniel
Maytorena Noriega, María de los Ángeles
Varela Romero, César Walterio
Domínguez Guedea, Rosario Leticia
Design of a test execution of strategies for learning of university students
author_facet González Lomelí, Daniel
Maytorena Noriega, María de los Ángeles
Varela Romero, César Walterio
Domínguez Guedea, Rosario Leticia
author_sort González Lomelí, Daniel
title Design of a test execution of strategies for learning of university students
title_short Design of a test execution of strategies for learning of university students
title_full Design of a test execution of strategies for learning of university students
title_fullStr Design of a test execution of strategies for learning of university students
title_full_unstemmed Design of a test execution of strategies for learning of university students
title_sort design of a test execution of strategies for learning of university students
description The objective of this study was to design and validate a test on learning strategies, in an execution context from a multidimensional model of evaluation. Through an Analysis of Cognitive Task (ACT) identified the types of content to be evaluated and the cognitive operations that underlie learning the content of the text Strategies to learn how to learn on the subject of the same name, a public university in the northwest of Mexico. From the results of the ACT was developed a test of Learning Strategies (EPA) formed with 28 reagents, which are applied to an intentional sample of 144 undergraduate students. A Rasch analysis resulted in a test of 26 reagents, subsequently were confirmatory factorial analysis, through structural equation modeling, by types of knowledge (declarative and procedural) and by execution context (recognition and remembrance); two models were obtained with appropriate adjustment to the data according to the indices more accepted. Engineering students gain a greater performance in the EPA test to be evaluated in the context of remembrance, in comparison with those of psychology.
publisher Consorcio de Universidades Mexicanas A.C.
publishDate 2014
url https://psicumex.unison.mx/index.php/psicumex/article/view/240
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