ABSTRACT
this article presents considerations related to the evaluation of university professors from Colombia, Mexico and Peru who participated in a training course in virtual modality, in the context of COVID 19 pandemic. This is a mixed-approach study, including information collected through a survey, validated by peers of experts, which researched aspects of the evaluation applied in an asynchronous modality virtual learning environment. An interpretative analysis was used for information processing. At a quantitative level, the reliability indicators principal component, analysis technique, was considered to determine the evaluation variables. The results indicate that traditional assessment prevails, but changes in its foundation and implementation are needed. Four variables were identified: routine assessment, crisis routine assessment, continuous and formative assessment, and evaluation with technological resources. The main conclusion is that the situation forced by the pandemic in education has challenged evaluation control, which generates a reflection to the group of teachers on this matter.
ABSTRACT
This article describes the understanding of motion by active students taking Newtonian physics for engineering, supported by active learning, during the pandemic due to COVID-19;in addition, an unsupervised predictive model of learning achievement was constructed from variables identified using the principal component analysis technique on the responses, the instrument used is the modified test of understanding graphs-kinematics comprehension, students from two universities in Bogotá, Colombia participated. The results show a lower level of accuracy in students in remote face-to-face mode, compared to the reference group of physical presence;by way of reflection, the forced educational experiment implies resizing the teaching activity in the teaching and learning of movement. © 2021 Institute of Physics Publishing. All rights reserved.