¿Replantear la evaluación en la era IA? (respuesta a Rebeca)
Watch on YouTubeVideo summary
The video addresses Rebeca's inquiry on how to restructure learning assessments within a neuroeducational framework, particularly for synchronous courses where students have instant access to information. The speaker argues that the primary goal of education should be fostering critical thinking rather than merely encouraging quick writing or rote memorization. To achieve this higher form of cognitive engagement, traditional methods must evolve; simply asking students to write quickly does not equate to deep learning. Instead, assessments need to measure skills and attitudes alongside knowledge, which is essential for understanding a student's true growth potential over time.
A significant portion of the discussion critiques multiple-choice tests as inadequate tools that fail to capture complex abilities or personal development. In their place, the speaker advocates for portfolios as a superior alternative because they document product, process, and progress throughout an entire semester. This longitudinal approach allows educators to establish a baseline at the start of the term and accurately estimate a student's potential by observing improvement over time. The transcript suggests that while exams have historical utility, modern educational rethinking should move away from them in favor of methods like portfolios or even oral examinations conducted without digital assistance to ensure authenticity.
Furthermore, the speaker highlights how technology can be leveraged not just for cheating prevention but for enhancing self-assessment and critical feedback loops. Even with tools that transcribe speech instantly available during oral exams, integrity remains a challenge; therefore, strategies must focus on internal validation rather than external surveillance alone. A practical method described involves asking students to evaluate their own work using rubrics before submission, effectively turning them into their own first editors. This process helps learners identify gaps in clarity and logic by viewing their output through various lenses, such as that of an "evil boss," an angry customer, or a complete novice who needs the information explained simply.
Ultimately, the conclusion emphasizes integrating these self-evaluation techniques directly into the learning journey rather than treating them as separate administrative tasks. By engaging students in critical analysis of their own products using diverse perspectives, educators can cultivate habits that lead to measurable long-term success. The speaker encourages adopting creative ways to utilize AI and other technologies not just for grading, but specifically to facilitate this deep self-reflection process. This shift transforms assessment from a final judgment into an ongoing educational experience where students learn to think critically about their own work before it is ever formally graded by the teacher.
Read the full video transcript
There's a huge question, Rebeca, that you
've raised: how should we rethink
learning assessment from a
neuroeducational perspective,
especially in synchronous courses
where students have
immediate access to knowledge and... and that,
Rebeca, we're talking about how I want to
motivate all of you to think like
teachers, like practical people
[sighs]
What is my goal?
If someone is saying, "They want you to
write nicely and quickly, uh, as
soon as possible, use ya."
But if you want to accept that writing is
the highest form of thinking and learning to
write will help you think and if your
goal is critical thinking, you won't
use, that is, the immediately. They're going to have to
be much more creative
in how they accept this. I have
a concrete example of how
intelligence can be measured [laughs]
much better than what we use today.
What do you use in your class today?
Most likely you are using
multiple choice tests which I hate, I
hate because they don't measure, they only measure
knowledge, not necessarily
skills and almost never attitudes and you can't
measure that person's growth
. That's why, from my perspective, and what
I use today, are
portfolios that are a starting point. I mean, I
have a baseline; they come in,
write something, and I use that as my
starting point and measure their growth throughout the
semester. We have saved your
work throughout the semester. That
measures product, processes, progress, and
I can estimate that student's potential
much better with a portfolio
than with an exam. An exam is very useful to us,
and now that we are rethinking
education, it is something that I think we
should put aside. Something else
you might think of in terms of assessment, Cio, because
some universities, for example,
in England these days, have started
to go back to oral exams only,
or to what is known as Blue
Box, okay? If you arrive, you write it in
front of the person, it's
handwritten, and you have to hand it in. Do you have
any more ideas about that
evaluation thing?
The reality is that even if it's,
for example, oral things nowadays,
with the systems that exist, you
can, if you're in front of a
computer, of course,
even have a tool open there that
's transcribing everything you're
saying and responding to you instantly.
So, there are even, for example, I don't
know if you've seen it, but there are
job interviews that are already done that way
and it's very strange, but I think it's perhaps something
that, for
example, always worked very well for me with
my students and that I see
myself using to some extent today
, is that I always gave them a process
of self-evaluating a little bit of the
product they were about to deliver,
right? He would give them a rubric and
tell them, "Evaluate yourself." And in that
way, by drinking, you'll see what to change, what to
improve, where you're lacking. One of the
things I really like to
use in my daily work these days, even with
AI, is when I already have a
product, to hand it over and say,
"Look at it with a critical eye and help me
find where I can improve, what I can
change." And sometimes I tell
different people, I say, "Look at it
as if you were my evil boss,
look at it as if you were the
angry customer, look at it and I give different
people to analyze it from
different perspectives. Look at it as
someone who doesn't know anything about the subject and
needs, I need this to be clear
for them." Things like that get the
student going through this
self-assessment process, which ends up being
part of a learning process
that then results in being able to measure the
student's learning in the
long run. So, maybe thinking of
creative ways to use it to
assess self-assessment.