Pautas para mejorar la evaluación del pensamiento crítico en ciencias de la actividad física y del deporte en estudiantes universitarios (Guidelines for improving critical thinking assessment in physical activity and sports sciences among university students)
DOI:
https://doi.org/10.47197/retos.v52.101302Palabras clave:
pensamiento crítico, evaluación educativa, evaluación de resultados universitarios, pautas, estudiantes universitariosResumen
El Pensamiento Crítico (PC) se considera una competencia fundamental en la educación del siglo XXI debido a sus beneficios en los ámbitos académicos, personales, profesionales y sociales. Sin embargo, la evaluación del PC en estudiantes universitarios enfrenta desafíos en la conceptualización, diseño, criterios de enseñanza y evaluación, así como en el análisis de datos. Este artículo presenta pautas basadas en investigación para facilitar la promoción y evaluación efectiva del PC en el campo de las Ciencias de la Actividad Física y del Deporte. Las pautas abarcan cuatro fases: definición del constructo, elección o diseño de herramientas de evaluación, diseño de investigación y recopilación de datos, e interpretación de resultados. Se enfatiza la importancia de establecer objetivos de evaluación claros, seleccionar o crear herramientas de evaluación adecuadas, aplicar la evaluación de manera sistemática, brindar retroalimentación y monitorear el proceso. Además, se destaca la relevancia de integrar la evaluación del PC como parte esencial del proceso de enseñanza y aprendizaje. La implementación de estas pautas promoverá una evaluación más eficiente y efectiva del PC, fomentando el desarrollo de competencias críticas en los estudiantes universitarios y fortaleciendo la cultura físico-deportiva en general. Mediante la adopción de estas recomendaciones, se espera elevar la calidad educativa y potenciar el desarrollo integral de los estudiantes, preparándolos para enfrentar los desafíos actuales y futuros con éxito.
Palabras clave: Pensamiento crítico, evaluación educativa, evaluación de resultados universitarios, pautas, estudiantes universitarios.
Abstract. Critical Thinking (CT) is recognised as a pivotal competency in 21st-century education, offering benefits across academic, personal, professional, and social spheres. However, evaluating CT in university students poses challenges in terms of conceptualization, design, teaching and evaluation criteria, as well as data analysis. This article introduces evidence-based guidelines to facilitate the promotion and effective assessment of CT in the realm of Physical Activity and Sports Sciences. The guidelines encompass four key phases: construct definition, selection or design of assessment tools, application and data collection, and interpretation of results. Emphasis is placed on the importance of setting clear assessment objectives, selecting or creating appropriate assessment tools, applying systematic evaluation, providing constructive feedback, and monitoring the entire assessment process. Furthermore, the significance of integrating CT assessment as an integral part of the teaching and learning process is underscored. Implementing these guidelines is expected to foster a more efficient and effective CT assessment, thus promoting the development of critical competencies among university students and reinforcing the overall physical activity and sports culture. By adopting these recommendations, it is anticipated that the quality of education will be elevated, and students will be better equipped to confront present and future challenges with confidence and success.
Keywords: Critical thinking, Educational Assessment, College Outcomes Assessment, Guidelines, University students.
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