The assessment for significant learning in first year students of social work of the technological university of Chile- INACAP

Abstract

To determine the incidence level of assessment for significant learning in first year students of Social Work at the INACAP Technological University of Chile at the Copiapó Headquarters during 2018. A method with a quantitative approach was applied from a positivist paradigm, where a survey was applied to a representative sample of first-year students. Specifically, this research measured the evaluation for significant learning, focusing on the active role of the students, the types of evaluations (by agents and moments), the types of evaluation instruments used and the types of effective feedback applied to the students in order to improve their learning. The results of this quantitative research showed the significant level of influence that the role of the students themselves has as responsible for their learning, self-evaluation, tests as an evaluation instrument and feedback linked to self-regulation. The conclusions verified the need to enhance the levels of influence on significant learning focused on the student-teacher relationship, the co-evaluations, the formative evaluations, the rubrics as evaluation instruments and, finally, to enhance the feedback linked to the process.