Avaliando comunicativamente na Educação Física escolar: experiências e narrativas por meio das tecnologias de informação e comunicação / Communicatively evaluating in Physical Educationat school: experiences and narratives through information and communication technologies / Evaluando comunicativamente em la Educación Física escolar: vivencias y narrativas por medio de las tecnologías de información y comunicación

Este artigo se sustenta na apresentação e na discussão de uma investigação avaliativa sob uma abordagem qualitativa de pesquisa. Em suas descrições e análises, ele foi fortemente influenciado pelas discussões sobre Tecnologias de Informação e Comunicação (TIC) na Educação. Problematizaram-se questões sobre avaliações comunicativas para a aprendizagem por meio da utilização do blog no ensino médio de uma escola estadual de Minas Gerais, ancoradas na Teoria do Agir Comunicativo habermasiana. Concluiu-se que os estudantes se demonstraram afetados pela proposição e pelos significados partilhados pelos diferentes atores do ensino médio envolvidos e pelas diferentes situações educativas apresentadas e problematizadas via TIC. Concluiu-se, ainda, que as TIC, quando utilizadas no processo de avaliação de modo sistematizado, articuladas, inclusive, a outros métodos e em sintonia com os preceitos comunicativos, potencializam as aulas de Educação Física, inclusive no período "pós" pandêmico.

This article is based on the presentation and discussion of na evaluative investigation under a qualitative research approach. In its descriptions and analyses, it was heavily influenced by discussions of Information and Communication Technologies (ICT). Questions about communicative assessments for learning were problematized through the use of the blog in the high school of a state school in Minas Gerais, anchored in the Habermas Theory of Communicative Action. It was concluded that the students were affected by the proposition and them eanings shared by the different high school actors involved and by the different educational situations presented and problematized throug ICT. It was also concluded that the ICT, when used in the evaluation process in a systematic way, combined, more over, too ther methods and in tune with the communicative precepts, enhance the Physical Education classes, potentially, even, in the period "post" pandemic.

En este artículo se sostiene la presentación y discusión de una investigación evaluativa sobre un abordajen cualitativa de pesquisa. En sus descripciones y análisis, él fue fuertemente influcenciado por las discusiones de las Tecnologías de Información y Comunicación (TIC) em Educación. La problematización se lo ocurre devido a cuestiones sobre las evaluaciones comunicativas para el aprendizajen por médio de la utilización del blog en la enseñanza secundaria de una escuela del Gobierno de Minas Gerais, anclado en las Teoría de Actuación Comunicativa habermasiana. Concluye que los estudiantes se demuestran afectados por la proposición y por los significados impartidos por los distintos actores y la enseñanza secundaria envueltos y por las distintas situaciones educativas presentadas y problematizadas por las TIC. Concluyese, aún, que las TIC, cuando utilizadas en el processo de evaluación de manera sistematizada, articuladas, incluso, a otros métodos y en sintonía con los preceptos comunicativos, que pueden potencializar las clases de Educación Física, potencialmente, incluso, en el período "post" pandémico.

Incidencias en la formación de competencias ciudadanas a través del taller de diseño en la Facultad de Artes Integradas de la Universidad de San Buenaventura, Medellín (Colombia) / Incidences on the Formation of Citizenship Competences through the Design Workshop at Faculty of Integrated Arts of San Buenaventura University, Medellin, Colombia

Resumen Las estrategias de educación en Colombia se generan en los escenarios de la vida cotidiana en los que el ciudadano interactúa con la economía, la política y la cultura del país. El objetivo de la investigación se centro en analizar las incidencias de la formación de arquitectos y diseñadores en la facultad de artes integradas de la Universidad de San Buenaventura, frente a las competencias ciudadanas. El enfoque metodológico se desarrolla desde una perspectiva mixta, en tanto construye y usa datos cualitativos derivados de entrevistas a los estudiantes y docentes de los talleres, contrastados con la información oficial sobre los resultados de las pruebas saber pro y las evaluaciones de las prácticas profesionales. El análisis evidenció que existe un aislamiento en el desarrollo de los ejercicios proyectuales de las realidades del contexto económico, político y social en la formación disciplinar, por la falta de enlaces temáticos entre las asignaturas al interior de los programas. Por esto, se llega a la conclusión que la facultad debe crear estrategias que promuevan la formación de profesionales para el trabajo en equipos interdisciplinarios que interactúen de forma directa con la comunidad.

Abstract Education strategies in Colombia are generated in the scenarios of everyday life in which the citizen interacts with the economy, politics, and culture of the country. The objective of the research focused on analyzing the incidence of the training of architects and designers at Faculty of Integrated Arts of Saint Bonaventure University in relation to citizenship competencies. The methodological approach is developed from a mixed perspective, as it builds and uses qualitative data derived from interviews with students and teachers of the workshops, contrasted with official information on the results of the Saber Pro tests and the evaluations of internships. The analysis showed that there is an isolation in the development of project exercises from the realities of the economic, political, and social contexts in the disciplinary training, due to the lack of thematic links between the subjects within the programs. Therefore, it is concluded that the faculty should create strategies, which promote the training of professionals to work in interdisciplinary teams, which interact directly with the community.

Uma proposta para a produção da avaliação de Educação Física na educação infantil: uma experiência a partir da formação continuada / A proposal for the production of the evaluation of Physical Education in child education: an experience based on continuing education / Uma propuesta para la producción de la evaluación de la Educación Física en educación infantil: uma experiencia basada en la educación continua

O objetivo do presente manuscrito é apresentar uma proposta de produção da avaliação semestral de Educação Física na educação infantil, que possa subsidiar a prática pedagógica dos professores atuantes nessa etapa da educação básica, tendo como referência as experiências desenvolvidas na Rede Municipal de Ensino de Florianópolis. As discussões englobam as problemáticas da avaliação, aspectos da legislação educacional, a importância dos registros; e indicam as ações em torno de uma docência compartilhada como modo de qualificar a prática da avaliação no contexto da educação infantil.

The objective of this manuscript is to present a proposal for the production of the semiannual evaluation of Physical Education in early childhood education, which can subsidize the pedagogical practice of teachers working in this stage of basic education, having as a reference the experiences developed in the Municipal Education Network of Florianópolis. Discussions include the issues of evaluation, aspects of educational legislation, the importance of records; and indicate actions around shared teaching as a way to qualify the practice of evaluation in the context of early childhood education.

El objetivo de este manuscrito es presentar una propuesta para la producción de la evaluación semestral de la Educación Física en la Educación Infantil, que pueda subsidiar la práctica pedagógica de los docentes que laboran en esta etapa de la educación básica, teniendo como referencia las experiencias desarrolladas en el Red Municipal de Educación de Florianópolis. Las discusiones incluyen los temas de evaluación, aspectos de la legislación educativa, la importancia de los registros; e indicar acciones en torno a la enseñanza compartida como forma de calificar la práctica de la evaluación en el contexto de la educación infantil.

Establishment of evaluation index system for health education of hand, foot and mouth disease in nursery children by Delphi method / 预防医学

Objective@#To establish an evaluation index system for health education of hand,foot and mouth disease（HFMD）in nursery children by Delphi method. @*Methods@#After referring to the relevant literature,an initial health education index system for HFMD of nursery children was established,including four first-level indicators,twelve second-level indicators and forty-six third-level indicators. Two rounds of expert consultation were conducted according to Delphi method. The enthusiasm of experts was evaluated by response rate,and the authority of experts was evaluated by authority and variation coefficient. The consultation questionnaire in the second round was based on the results of the first round and was scored again in the same way. Then the evaluation index system of HFMD health education for nursery children was finally determined.@*Results@#Thirteen experts participated in two rounds of consultation,including four aged 40-49 years and nine aged 50-59 years;two of deputy senior title and eleven of senior title;one worked in the health administration department,six in the CDC,five in health education institutions and one in kindergarten. The two rounds of expert consultation were carried out effectively within the time set and the response rate reached 100%. In the first round,the judgment coefficient,familiarity coefficient and authority coefficient were 0.92±0.06,0.85±0.12 and 0.88±0.06,respectively. One first-level indicator,two second-level indicators and twelve third-level indicators were added,seven third-level indicators were deleted,and the contents of one second-level indicator and ten third-level indicators were improved in the first round. In the second round,the judgment coefficient,familiarity coefficient and authority coefficient were 0.95±0.07,0.88±0.10 and 0.91±0.06,respectively. The coordination coefficients of the first-,second- and third-level indicators in the second round were 0.170,0.166 and 0.283,respectively,and the coefficients of variation were all less than 0.25. After two rounds of discussion,five first-level indicators,fourteen second-level indicators and fifty-two third-level indicators were finally established as the evaluation index system of HFMD health education for nursery children. @*Conclusion@#The evaluation index system of HFMD health education for nursery children established by Delphi method has high authority and practicability,and it can be used to comprehensively evaluate the effects of HFMD health education on nursery children.

Os testes de aptidão física na educação física: da justiça como equidade ao direito à educação / The physical fitness tests in physical education: from justice as equality to the right to education / Las pruebas de aptitud física en la educación física: de la justicia como equidad al derecho a la educación

É justo limitar a entrada de alunos em cursos de Educação Física devido ao insucesso nos testes físicos? O presente ensaio apresenta reflexões iniciais sobre a legitimidade e as limita-ções da exigência dos testes de habilidade específica para o ingresso discente nos cursos supe-riores em Educação Física, trazendo à baila questões sobre justiça e direito à educação. A par-tir da teoria de justiça rawlsiana, os testes foram mobilizados para problematizar as condições mínimas necessárias para ingresso discente e as próprias identidades profissionais em torno da Educação Física. Notou-se que a exigência de competências mínimas colidia com o processo plural de construção identitária da área e servia, de certo modo, como um limitador da própria condição humana: o direito à educação.

Is it fair to limit the students admission in Physical Education courses due to unsuccess ful-ness in the physical fitness tests? This paper presents initial reflections on the legitimacy and limits of the requirement of specific skill tests for student admission in Physical Education university courses, bringing up questions about justice and right to education. Based on Rawls' theory of justice, the tests were used to problematize the minimum necessary condi-tions for student admission and their own professional identities of Physical Education. It was noted that the requirement of minimum competencies was contrary to plural process of identi-ty construction in the field, and it served, in a sense, as a restrictive action of the own human condition: the right to education.

¿Es justo limitar la entrada de alumnos a cursos de Educación Física debido al fracaso en las pruebas de habilidades físicas? El artículo presenta reflexiones iniciales sobre la legitimidad y los límites de la exigencia de pruebas de habilidades específicas para la admi-sión discente a los cursos de Educación Física, colocando en tela de juicio interrogaciones sobre justicia y el derecho a la educación. A partir de la teoría de justicia rawlsiana, se movi-lizaron las pruebas de habilidades físicas para discutir las condiciones mínimas necesarias para la admisión discente y las propias identidades profesionales acerca de la Educación Físi-ca. Se observó que la exigencia de habilidades mínimas chocó con el proceso plural de cons-trucción de identidad del área y se usan, en cierto sentido, como un limitador de la condición humana: el derecho a la educación.

Um diálogo sobre avaliação da aprendizagem: relato de experiência / A dialog on learning evaluation: An experience report

Resumen:

Objetivo: relato de experiencia sobre enfermeras-estudiantes de postgrado que utilizaron del Arco de Maguerez adaptado por Hengemühle para hacer un seminario cuyo tema fue: “Evaluación del aprendizaje en la formación del profesional de enfermería”. Resultados: en la etapa “situación-problema de la realidad” tres situaciones produjeron una reflexión sobre la realidad y su diseño; en la de “hipótesis de solución previa a la teorización”, surgieron posibilidades de soluciones basadas en el conocimiento previo de los participantes; en la de “teorización” los textos de lectura contribuyeron a la construcción de conocimiento a partir de la interpretación colectiva; en la de “solución de hipótesis fundamentada” se mejoraron los supuestos realizados en la segunda fase; y en la etapa final de “comprensión, aplicación y reconstrucción de la realidad” se propuso la elaboración de un instrumento para la evaluación del seminario. Discusión: la experiencia permitió la reconstrucción de concepciones sobre evaluación del aprendizaje, con miras a la evaluación participativa y reflexiva.

Abstract:

Purpose: an experience report on nurses-postgraduate students using the Maguerez arch adapted by Hengemühle to carry out a seminar on the following topic: "‘Assessment of learning in nursing professionals training". Results: in the step of "situation-problem in reality", three situations resulted in a reflection on the reality and its design; in the "solution hypothesis prior to theorizing", potential solutions based on previous knowledge of participants emerged; in the "theorizing", texts suggested for reading contributed to the building of knowledge based on a collective interpretation; in the "solution well-founded hypothesis", the assumptions made in the second step were improved; and in the final step of "understanding, implementing, and reconstruction of reality", the development of a tool to evaluate the seminar was proposed.

Discussion: the experience allows the reconstruction of concepts on learning evaluation, aiming at a participative and reflexive assessment.

Objetivo: trata-se de um relato de experiência sobre enfermeiras-estudantes da pós-graduação que utilizaram o Arco de Maguerez adaptado por Hengemühle para realizar um seminário com o tema: avaliação da aprendizagem na formação do profissional enfermeiro. Resultados: na etapa ‘situação-problema da realidade’, três situações subsidiaram uma reflexão sobre a realidade e seu delineamento; na ‘Hipótese de solução antes da teorização’, emergiram possibilidades de soluções, baseadas no conhecimento prévio dos participantes; na ‘Teorização’, textos para leitura contribuíram na construção do conhecimento a partir da interpretação coletiva; na ‘Hipótese de solução fundamentada teoricamente’, as hipóteses formuladas na segunda etapa foram aprimoradas; e na etapa ‘Compreensão, aplicação e reconstrução da realidade’, foi proposta a elaboração de um instrumento para avaliação do seminário. Discussão: a experiência possibilitou a reconstrução de concepções acerca da avaliação da aprendizagem, com vistas a avaliação participativa e reflexiva.

Smartphone-based evaluations of clinical placements-a useful complement to web-based evaluation tools / 보건의료교육평가

PURPOSE: Web-based questionnaires are currently the standard method for course evaluations. The high rate of smartphone adoption in Sweden makes possible a range of new uses, including course evaluation. This study examines the potential advantages and disadvantages of using a smartphone app as a complement to web-based course evaluationsystems. METHODS: An iPhone app for course evaluations was developed and interfaced to an existing web-based tool. Evaluations submitted using the app were compared with those submitted using the web between August 2012 and June 2013, at the Faculty of Medicine at Uppsala University, Sweden. RESULTS: At the time of the study, 49% of the students were judged to own iPhones. Over the course of the study, 3,340 evaluations were submitted, of which 22.8% were submitted using the app. The median of mean scores in the submitted evaluations was 4.50 for the app (with an interquartile range of 3.70-5.20) and 4.60 (3.70-5.20) for the web (P=0.24). The proportion of evaluations that included a free-text comment was 50.5% for the app and 49.9% for the web (P=0.80). CONCLUSION: An app introduced as a complement to a web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations. web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations.

The construction of the indicator system for evaluating clinical teaching quality of medical universities guided by the regular teaching assessment / 中华医学教育探索杂志

In recent years,medical colleges have generally accepted the higher education assessment(evaluation).How to put the good practices and experience we obtained during the educational assessment into the daily teaching management and achieve normalization of teaching evaluation is of great significance to continuously improving the teaching quality.It is the primary condition to establish the evaluation index system for evaluating clinical teaching quality by regular teaching assessment. In this paper,the author constructed a clinical teaching quality evaluation index system through systematic research and exploration.

Establishment and Implementation of the Evaluation System in Microbiology Experimental Education / 微生物学通报

"Three-multi" overall evaluation system on the teaching effect of Microbiology experiment,which consisted of multi-aspect,multi-angle and multi-level,was discussed in this paper. The evaluation system showed a remarkable effect in stimulating the leaning interests of students especially.

Is the Pass/Fail System Applicable to a Medical School in Korea? / 보건의료교육평가

To determine whether a pass/fail system is more appropriate for medical education instead of a grade-based system, a survey of medical students and faculty members of Hallym University, Korea, was taken. A questionnaire was delivered to 54 junior students and 36 faculty members from a medical school in Korea and analyzed. Of these participants, 37.7% of students and 36.1% of faculty agreed to the pass/fail system, while 28.3% of students and 52.8% of faculty objected to it. The most frequent reason for objection was the potential decrease in learning achievement. A pass/fail system should be considered after persuasion of the students and faculty to think positively of this system.

Comparative Study on Forms of Chinese Medical Education Evaluation / 中华医学教育探索杂志

Based on the comparative analysis of current forms of Chinese medical education evaluation,the authors think that they should learn from each other and Chinese medical education will focus on close integrating self-assessment,government assessment and social assessment.

Exploration of the Evaluation System of Chinese Higher Education / 中华医学教育探索杂志

It is necessary to pay attention to the quality of mass higher education.We should adapt the evaluation system of higher education to the needs of its managerial system reform and healthy development.The cognition of that can help us to build higher education evaluation system with Chinese characteristics,which not only fits the national condition but also reflects the general rules of this system.

Enlightenment of the Higher Education Evaluation Systems in USA and Japan / 中华医学教育探索杂志

The evaluation systems of higher education in such developed countries as USA and Japan,are perfect and systemic,and it is significant to analyze them and use the experiences for reference.

Main Problems and Countermeasures of Chinese Medical Undergraduate Education Evaluation / 中华医学教育探索杂志

There are many existing problems which are to be solved in Chinese medical undergraduate education evaluation.It can be improved by founding the scientific scheme for medical undergraduate education evaluation through carrying out the diversification of evaluation subject,formulating a reasonable evaluation system,optimizing the evaluation process,establishing the rule of law and access system and playing the leading role of evaluation.

An Exploration of the Higher Education Accreditation System in the United States / 中华医学教育探索杂志

Internally, there is internal quality self-evaluation by the higher education institutions, and externally, there are institutional accreditation and professional accreditation by accrediting agencies. About 80 accrediting agencies take charge of such kind of accreditation respectively. They are recognized by non-governmental Council for Higher Education Accreditation, or by US Department of Education, or by both. State quality reviews of higher education are reviews for state licensure which affect private institutions and reviews for accountability which primarily affect public institutions. A multi-level wide spectrum of higher education accreditation system of United States is so clearly analyzed. Additionally, variety of ranking of higher education institutions and programs are produced through statistical analysis of questionnaires fry different commercial publishers.

Propuesta teórica de evaluación en la Educación Basada en Competencias / Evaluation in the competency-based education

La evaluación es el análisis e interpretación de información que se realiza de manera formativa, integral y participativa para la retroinformación del proceso enseñanza-aprendizaje. También determina la calidad académica del profesor, participante y la adquisición de diferentes tipos de habilidades. En el concepto evaluación del aprendizaje se relacionan dos términos: evaluación y aprendizaje, siendo este último el principal objeto de estudio. Durante el proceso de evaluación se manifiestan los conocimientos declarativos (semánticos), procedimentales y actitudinales. La Educación Basada en Competencias (EBC) representa una modificación del modelo educativo, a través del cual se desarrolla la capacidad de aprender a aprender, por tanto el sistema de evaluación deberá necesariamente modificarse. Dado que el desarrollo de una competencia sólo puede ser calificado a través del desempeño, se requiere reunir suficientes evidencias durante el proceso de construcción del aprendizaje significativo, como una actividad progresiva, que únicamente puede evaluarse cualitativamente.

The evaluation process provides information that allows to make better decisions, it is ananalysis process and interpretation that is carded out of formative, integral way and participative that retroaliment the whole process. It also determines the professor's academic quality and of the participant, the study process and the acquisition of different types of abilities. In the concept evaluation of the learning they should be related two terms; evaluation and learning, for not being possible to treat some of them for separate, being the learning, mainly, the study object. They are many factors that are manifested during the evaluation process, as the declarative knowledge (semantic), procedural and actitudinales. The Competency-based education (EBC) represents a modification of the educational pattern, through which is sought to develop in people the capacity to learn how to learn, for what the evaluation System will also be, necessarily modified, since the competition cannot be observed directly; alone it can be inferred through the acting, it requires of gathering enough evidences of quality to be able to make a trustworthy trial. Under a constructivista focus that gives origin to the Competency-based education it is necessary that the evaluative activity you focalize during the whole construction process that the students develop, is necessary to have present in all moment that learning significantly is a progressive activity that alone it can be valued qualitatively.