Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format

Detalhes bibliográficos
Autor(a) principal: Irala, Valesca Brasil
Data de Publicação: 2023
Outros Autores: Ribeiro , Everton Silveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/39841
Resumo: This is an experience report focusing on the problem-based learning (PBL) methodology in post-holing format. It was carried out during the pandemic period, which resulted in its remote application. The main objective of this research was to undertake a qualitative and descriptive analysis, through the use of assessment rubrics, regarding student engagement in relation to the application of PBL. For such, two rubrics were designed, which were applied at the end of the intervention with the PBL method. The methodological approach is a microethnographic case study. Through the rubrics elaborated, it was possible to monitor and assess the performance of the students in a holistic view, as well as their engagement within the problem-solving process. In conclusion, rubrics are an effective and equitable way to observe the student skills required in this methodological approach.
id UFMG-24_40240248d38aed5501519364ce5c3823
oai_identifier_str oai:periodicos.ufmg.br:article/39841
network_acronym_str UFMG-24
network_name_str Revista Docência do Ensino Superior (Online)
repository_id_str
spelling Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format Uso de rúbricas para el análisis del compromiso estudiantil: experiencia con problem-based learning en el formato post-holingUso de rubricas para análise do engajamento discente: experiência com problem-based learning no formato post-holingaprendizagem baseada em problemasavaliação formativaeducação superiormetodologia de ensinopesquisa qualitativaproblem-based learningformative assessmentcollege educationteaching methodologyqualitative researchaprendizaje basado en problemasevaluación formativaeducación superiormetodología de enseñanzainvestigación cualitativaThis is an experience report focusing on the problem-based learning (PBL) methodology in post-holing format. It was carried out during the pandemic period, which resulted in its remote application. The main objective of this research was to undertake a qualitative and descriptive analysis, through the use of assessment rubrics, regarding student engagement in relation to the application of PBL. For such, two rubrics were designed, which were applied at the end of the intervention with the PBL method. The methodological approach is a microethnographic case study. Through the rubrics elaborated, it was possible to monitor and assess the performance of the students in a holistic view, as well as their engagement within the problem-solving process. In conclusion, rubrics are an effective and equitable way to observe the student skills required in this methodological approach.Este es un relato de experiencia con énfasis en la metodología problem-based learning (PBL) en el formato post-holing. Fue desarrollada durante la pandemia de covid-19, lo que  resultó en su aplicación en el modelo remoto. El principal objetivo de esta investigación fue realizar un análisis cualitativo y descriptivo, por medio de rúbricas evaluativas, a respecto del compromiso de los estudiantes con respecto a la aplicación del PBL. Para eso, se desarrollaron dos rúbricas, las cuales se aplicaron al final da intervención con el método PBL. El abordaje metodológico es un estudio de caso analizado de forma microetnográfica. Por medio de las rubricas diseñadas de forma contextual, fue posible acompañar y evaluar el  rendimiento de los alumnos de forma holística, así como su compromiso dentro del proceso de resolución de problemas, lo que demostró ser un medio eficaz y justo para observar as habilidades discentes requeridas en ese abordaje metodológico.Este é um relato de experiência com foco na metodologia problem-based learning (PBL) no formato post-holing. Foi executada durante o período de pandemia da covid-19, o que resultou na sua aplicação no modelo remoto. O principal objetivo desta pesquisa foi empreender uma análise qualitativa e descritiva, por meio de rubricas avaliativas, a respeito do engajamento discente em relação à aplicação do PBL. Para tal, foram desenhadas duas rubricas, as quais foram aplicadas ao final da intervenção com o método PBL. A abordagem metodológica é um estudo de caso analisado microetnograficamente. Através das rubricas desenhadas contextualmente, foi possível acompanhar e avaliar o desempenho dos alunos de forma holística, bem como o seu engajamento dentro do processo de resolução de problemas, mostrando-se um meio eficaz e equânime para observar as habilidades discentes requeridas nessa abordagem metodológica.Universidade Federal de Minas Gerais2023-02-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/3984110.35699/2237-5864.2023.39841Revista Docência do Ensino Superior; Vol. 13 (2023); 1-17Revista Docência do Ensino Superior; Vol. 13 (2023); 1-17Revista Docência do Ensino Superior; v. 13 (2023); 1-172237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/39841/36835Copyright (c) 2023 Valesca Brasil Irala, Everton Silveira Ribeiro http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessIrala, Valesca BrasilRibeiro , Everton Silveira2023-11-24T14:36:52Zoai:periodicos.ufmg.br:article/39841Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-11-24T14:36:52Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
Uso de rúbricas para el análisis del compromiso estudiantil: experiencia con problem-based learning en el formato post-holing
Uso de rubricas para análise do engajamento discente: experiência com problem-based learning no formato post-holing
title Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
spellingShingle Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
Irala, Valesca Brasil
aprendizagem baseada em problemas
avaliação formativa
educação superior
metodologia de ensino
pesquisa qualitativa
problem-based learning
formative assessment
college education
teaching methodology
qualitative research
aprendizaje basado en problemas
evaluación formativa
educación superior
metodología de enseñanza
investigación cualitativa
title_short Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
title_full Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
title_fullStr Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
title_full_unstemmed Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
title_sort Use of rubrics to analyze student engagement: experience with problem-based learning in post-holing format
author Irala, Valesca Brasil
author_facet Irala, Valesca Brasil
Ribeiro , Everton Silveira
author_role author
author2 Ribeiro , Everton Silveira
author2_role author
dc.contributor.author.fl_str_mv Irala, Valesca Brasil
Ribeiro , Everton Silveira
dc.subject.por.fl_str_mv aprendizagem baseada em problemas
avaliação formativa
educação superior
metodologia de ensino
pesquisa qualitativa
problem-based learning
formative assessment
college education
teaching methodology
qualitative research
aprendizaje basado en problemas
evaluación formativa
educación superior
metodología de enseñanza
investigación cualitativa
topic aprendizagem baseada em problemas
avaliação formativa
educação superior
metodologia de ensino
pesquisa qualitativa
problem-based learning
formative assessment
college education
teaching methodology
qualitative research
aprendizaje basado en problemas
evaluación formativa
educación superior
metodología de enseñanza
investigación cualitativa
description This is an experience report focusing on the problem-based learning (PBL) methodology in post-holing format. It was carried out during the pandemic period, which resulted in its remote application. The main objective of this research was to undertake a qualitative and descriptive analysis, through the use of assessment rubrics, regarding student engagement in relation to the application of PBL. For such, two rubrics were designed, which were applied at the end of the intervention with the PBL method. The methodological approach is a microethnographic case study. Through the rubrics elaborated, it was possible to monitor and assess the performance of the students in a holistic view, as well as their engagement within the problem-solving process. In conclusion, rubrics are an effective and equitable way to observe the student skills required in this methodological approach.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/39841
10.35699/2237-5864.2023.39841
url https://periodicos.ufmg.br/index.php/rdes/article/view/39841
identifier_str_mv 10.35699/2237-5864.2023.39841
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/39841/36835
dc.rights.driver.fl_str_mv Copyright (c) 2023 Valesca Brasil Irala, Everton Silveira Ribeiro
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Valesca Brasil Irala, Everton Silveira Ribeiro
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 13 (2023); 1-17
Revista Docência do Ensino Superior; Vol. 13 (2023); 1-17
Revista Docência do Ensino Superior; v. 13 (2023); 1-17
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
_version_ 1797174636479250432

Registros relacionados