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Revista Iberoamericana de la Educación, Vol - 7 No. 1, January - March 202 3
e-ISSN: 2737-632x
Pgs 13-29
* Msc. Universidad de Guayaquil,
janeth.diazv@ug.edu.ec,
http://orcid.org/0000-0001-8750-
0216
** Msc. University of Guayaquil,
rita.eguezc@ug.edu.ec,
http://orcid.org/0000-0003-0226-
3026
*** Msc. University of Guayaquil.
Alicia.ruizr@ug.edu.ec,
http://orcid.org/0000-0002-3038-
045X
Received: March, 2022
Approved: July 2022
DOI:
https://doi.org/10.31876/ri
e.v6i4.236
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Díaz, J., Egüez, R., Ruiz, A.
(2023) ICT tools as resources
for curricular content
evaluation in undergraduate
students. Revista
Iberoamericana De
educación, 7(1).
ICT tools as resources for the evaluation
of curricular content in undergraduate
students
Herramientas TIC como recursos de evaluación de contenidos curriculares
en estudiantes de pregrado
Ferramentas TIC como recursos para a avaliação do conteúdo curricular
em estudantes de graduação
Janeth Pilar Díaz Vera*
Rita Carolina Egüez Cevallos **
Alicia Karina Ruiz Ramírez***
Abstract
Evaluation refers to a continuous process that is essential for teaching
and learning. Throughout history, various strategies and techniques
have been adopted based on evaluation standards and the objectives
to be achieved. Currently, after the COVID-19 pandemic, ICTs have
been an essential tool for educational institutions. In spite of the
climate of distrust created by the use of these tools, the professors of
the University of Guayaquil of the Information Technologies career,
have been forced to use them as a method of teaching and evaluation
of curricular contents in response to the needs of the educational
community. Therefore, this study uses a descriptive documentary
type approach of applied field and as an instrument the survey
technique was applied, having as a sample of 28 teachers, this was
done with the purpose of making a comparative analysis, use and
importance of ICT as an essential tool for the evaluations of the
curricular units aligning with the functional criteria of formative and
summative evaluation during the online classes.
Key words: ICT tools, formative assessment, summative
assessment, curricular content.
Resumen
La evaluación se refiere a un proceso continuo que es esencial para la
enseñanza y el aprendizaje. En el transcurso de la la historia se han
adoptado diversas estrategias y técnicas basadas en estándares de
evaluación y los objetivos a alcanzar, en la actualidad tras la
pandemia por el COVID-19, las TIC han sido una herramienta
esencial para las instituciones educativas. A pesar del clima de
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Revista Iberoamericana de la Educación, Vol - 7 No. 1, January - March 202 3
ICT tools as resources for the evaluation of curricular content in undergraduate students.
14
desconfianza creado por el uso de estas herramientas, los profesores
de la Universidad de Guayaquil de la carrera Tecnologías de la
Información, se han visto obligados a su uso como método de
enseñanza y evaluación de los contenidos curriculares en respuesta a
las necesidades de la comunidad educativa. Por lo tanto, este
estudio utiliza un enfoque tipo documental descriptivo de campo
aplicado y como instrumento se aplicó la técnica de la encuesta,
teniendo como muestra de 28 docentes, esta se efectuó con propósito
de realizar un análisis comparativo, uso e importancia de la TIC como
herramienta esencial npara las evaluaciones de las unidades
curriculares alineándose con los criterios funcionales de evaluación
formativa y sumativa durante las clases en línea.
Palabras clave: Herramientas TIC, evaluación formativa,
evaluación sumativa, contenidos curriculares.
Abstrato
A avaliação refere-se a um processo contínuo que é essencial para o
ensino e a aprendizagem. Ao longo da história, várias estratégias e
técnicas foram adoptadas com base em padrões de avaliação e nos
objectivos a alcançar. Hoje em dia, após a pandemia da COVID-19,
as TIC tornaram-se um instrumento essencial para as instituições
educativas. Apesar do clima de desconfiança criado pela utilização
destes instrumentos, os professores da Universidade de Guayaquil
na carreira das Tecnologias de Informação, foram forçados a utilizá-
los como método de ensino e avaliação dos conteúdos curriculares
em resposta às necessidades da comunidade educativa. Portanto, este
estudo utiliza uma abordagem documental descritiva tipo de campo
aplicado e como instrumento foi aplicada a técnica de levantamento,
tendo como amostra 28 professores, isto foi feito de modo a fazer
uma análise comparativa, utilização e importância das TIC como
instrumento essencial para as avaliações das unidades curriculares
alinhadas com os critérios funcionais de avaliação formativa e
sumativa durante as aulas em linha.
Palavras-chave: ferramentas TIC, avaliação formativa, avaliação
sumativa, conteúdo curricular.
INTRODUCTION
The world is changing both inside and outside higher education, and
social commitment must break away from traditional learning
models. It is a matter of reinforcing in the minds of students and
society in general that the use of ICT as a teaching tool must be a
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
15
renewable process, so that new trends in ICT development are
observed every day. Regarding the link between the use of ICT as a
teaching tool and student learning, Peñaherrera (2021) conducted a
study that suggested that the Medusa project should be evaluated by
integrating the use of ICT in the classroom, curriculum (contents,
methods and evaluation), and the teaching profession (work and
forms of cooperation) in order to identify, describe and analyze
changes and innovations among teachers. From the latter perspective,
it is worth noting how important or possible it is to investigate the
relationship between the use of ICT as a teaching tool in higher
education institutions and student learning. Part of the use of ICT is
almost a natural acquisition or a social necessity simply because it is
embedded in social development.
The conditions created by Covid-19 affected all areas of people's
lives: social, psychological, labor and educational, and it is clear that
educational systems, schools and universities must include
technological resources for the formation of a modern citizenship.
The integration of information and communication technologies
(ICT) and current education is a transcendental problem from various
perspectives and at all educational levels (Luz, 2018). Therefore, it is
important to implement more strategies to equip schools with these
technologies so that most students get them as soon as possible and
can use them in the first place as a critical exercise of citizenship.
Among the reasons that support such choices and decisions are
usually mentioned arguments related to the demands of today's
society where it perceives a marked digital culture; in this way
society is conceptualized among other things, by the relevance of
information and knowledge, as well as by digital and the role of
interconnected technologies as a tool for the construction of a
knowledge society (Cobo, 2016).
It also discusses the characteristics and properties of the design of
digital materials in the teaching and learning process, including the
relevance and quality of the same in the educational praxis designed
when ICTs enter the classroom, the teacher professionalization
required to facilitate such practices and the management of
educational centers to call their digital technological capital.
Moreover, the evaluation of the effective use of ICT in institutions
has been discussed and increasingly rigorous. That is, after many
efforts of national social and educational centers to incorporate ICT
is fundamental, from the psychoeducational field is concerned about
the need to understand the ability to transform and improve education
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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through ICT, always from the basis of purpose and the effective use
of these technologies in specific circumstances (Benítez, 2019).
In this sense, the knowledge society in which we are immersed has
demonstrated the need for education and understanding of real
situations; the development of skills and their implementation
implies a progressive process that strives for improvement.
According to González (2021)the word evaluation appeared for the
first time in the General Education Law of 1970, since then, it has
evolved a lot along with the term education. Previously, education
was thought of as a way of accumulating knowledge, but now the
concept has been extended to the development of the personality and
the acquisition of knowledge, values and strategies in society.
The word test has a great limitation with regard to the concept of
evaluation. As Piaget mentions (1973)assessments are not goals, first
of all, because they are random and because they depend more on
memorization than on the student's ability. In this way, evaluation
becomes an essential tool for the teacher since it is his way of
recognizing the learning that the student has achieved, while for the
student it generates a lot of stress and difficulties in the teaching
process.
On the other hand, Galarza (2021) recognized the process of
knowledge acquisition, which requires an evaluation method that
provides feedback on the knowledge, skills and achievements of the
work done by the students. Since teachers seek improvements in the
educational performance of students, specific criteria are required to
determine the expected outcome and meet the established criteria. In
addition, it is accompanied by a review of the work they do, and while
it is very common to point out errors, strengths and areas for
improvement.
The integration of ICT in higher education institutions has
transformed the way of teaching and learning in the 21st century.
These tools have created a pedagogical revolution for students and
teachers who have had to adapt their methods to the new educational
environment, therefore, there are many ways to incorporate ICT in
the classroom, but the most important is to use technological tools to
achieve the educational objectives you want to obtain, and not the
other way around (Viera, 2020).
For a teacher to fulfill his role as mentor, advisor and academic, he
must not only be updated in his area but in various fields, on the other
hand, most of the technological careers taught by different teachers
in higher educational institutions need ICT, such is the case of
specialization in Information Technology which involves training
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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professionals with experience in programming technology, networks,
human-computer interaction, databases and network systems; able to
plan, develop, organize and maintain information securely using
international methods and standards, positively influencing the social
and productive communities. He/she has a high research awareness
and sense of responsibility. However, in the Information
Technologies career at the University of Guayaquil, problems
commonly arise due to the lack of a technological tool to perform
evaluations of curricular content in students, because the teacher by
not performing evaluations fails to discover if the student has actually
learned or assimilated with full accuracy the topics seen previously
or if they present problems of deficiencies, weaknesses, deficiencies,
errors in setting the learning of the student body. In addition, learning
with reference to new topics that are linked to their training is limited
and presents serious difficulties and prevents the student from
progressing in learning and has immense possibilities of being
affected at the end of the academic period, all this accompanied by
the lack of implementation of technological tools.
Nowadays, young people are digital natives, and ICTs are configured
as a communication, information and evaluation channel that opens
the door to stimulate learning and increase class participation.
Therefore, ICTs as evaluation tools make it possible to immediately
recognize what students achieve in the learning process and to notice
the learning problems that arise, that is, to make decisions that allow
them to overcome the problems as they arise. Based on the previous
approaches, this research study presents the types of evaluation of
curricular contents, in addition to evaluation and ICT and a
comparative analysis of ICT resources in the face of the transaction
from face-to-face to virtuality due to COVID-19. The choice of this
topic is given by the prominence of the evaluation of curricular
content and ICT as an essential tool in the educational field, in
addition to the concerns of teachers in its development, being the
object of study the Information Technology career at the University
of Guayaquil. Evaluations can be categorized in several ways,
according to the criteria used, therefore, Arias. (2017) classifies them
according to the following aspects:
Table 1. Shows the types of evaluation according to Arias, 2017.
Types of Evaluation
Source
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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Function
It refers to the objectives of the
evaluation, differentiating
between formative and
summative.
(Arias, D.,
2017).
Extension
Holistic evaluation, which
includes all elements of the
teaching-learning process and is
analyzed as a whole; and partial
evaluation, which encompasses
the evaluation of individual
components.
(Yepez, Borja,
& Tovar,
2017)..
Evaluating
agents
External and internal. External
evaluations occur when the
process is carried out by an agent
that is not affiliated to the
Educational Center. The best
known is the expert evaluation,
whose professionals are usually
coordinators, researchers,
inspectors, administrators, etc. In
internal evaluation, the members
of the institution themselves are
responsible for its development,
which again offers several
possibilities in relation to the
agents involved:
• Self-assessment: Self-
assesses own work.
• Heteroevaluation: A work
performed by another
person is evaluated.
• Co-evaluation: Peer or
mutual evaluation.
(Reyes & Diaz,
2020).
Time of
application
or
chronology
For this standard, mention should
be made of the initial, procedural
and final evaluation. The initial
evaluation is the one that
involves the collection of data to
analyze the baseline situation.
The process evaluation is a
continuous collection of time that
allows decisions on
improvements to be made.
(González,
2021)
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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Comparison
criteria
The evaluation compares the
results of the achievement of the
established goals. There are two
situations in this sense: self-
referential and heteroreferential.
In the first case, unlike the
second, the relation is the subject
itself or the evaluated object
itself.
- Benchmark or Metric: A goal
established in advance is
compared with the result.
- Normative references or
classifications: comparisons are
made with the general levels of
specific normative groups.
(González,
2021)
While in this classification, Garcia et al. (2020) determine
dimensions of transparency, object and convergence:
Figure 1. Shows the dimensions of transparency, object and
convergence of evaluation according to Garcia, 2017.
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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In today's society, technology has a great impact on almost all areas
of our daily lives, technologies are characterized by rapid
development and change: they develop more and more capabilities,
apps, updates and greater interaction, they become complex and are
designed for different purposes. This author also points out that the
truth is that we must also be aware of the limitations that exist, the
digital divide that occurs between people with very different ICT
access and capabilities. However, despite these obstacles, the
inclusion of ICT in education has had such transformative and
innovative effects that its use is considered an indispensable skill for
new generations (Martínez, 2015).
Chinchin and Jair (2021) argue that the virtual learning environment
or EVEA arises from the massive use of the Internet and its power as
a tool for the dissemination of knowledge. These environments
provide efficient tools for managing, distributing and processing
materials and resources for educational purposes. ICTs enable a
dynamic and constant learning process established as a tool in a
pedagogical context. In this way, space and time inconveniences are
eliminated, new possibilities are born and collaborative structures,
communication and learning environments are propitiated according
to changing times and rhythms. (Hernández, et al., 2019).
Transparencia: Difiere entre lo
informal y formal. Así, la evaluación
formal se direcciona en trabajos y
actividades de evaluación, mientras
que la evaluación informal se refiere
a otros ejercicios como la participación
en foros de campus virtuales.
Objetivo de evaluación:
Puede ser resultado de un proceso. Si se
refiere a la idea de difundir
el conocimiento, entonces evalúe el
producto.
Convergencia: Convergencia
Dividida y Divergencia. La evaluación de
convergencia ocurre al momento del
resultado de la tarea la cual se conoce con
certeza o se limita al todo de valores
posibles. De otro modo una valoración
diferente, el abanico de respuestas es
amplio y se analiza individualmente.
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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In this sense, Martínez (2015) agrees that ICTs also open new spaces
for the development of education. Their use is found especially in
higher education and to modernize the field of distance education.
Thus, the term "distance education" refers to a form in which students
and teachers are spatially separated, and sometimes, time and
educational processes are developed through the management of
learning systems (LMS) or Learning Management System, content
and Internet. These structures integrate virtual, online, e-learning and
web-based education.
According to Yurcic (2022) mentions that when the definition of ICT
and assessment are approached together, there is a tendency to
believe that they refer to tests, exams that attempt to measure the
accumulation of knowledge, instead of applying that knowledge to
solve real-world problems. On the other hand, Gonzales (2021)
clarifies that neologisms with different nuances regarding assessment
and ICTs have emerged, such as computer-assisted assessment and
computer-based assessment.
Figure 2. It presents the nuances of evaluation and ICT, according to
Gonzáles (20219).
According to Perurena et al. (2020) they mention that both
assessment models seek to optimize the application, to correct and
analyze the results of the test, both individually and collectively. In
the case of Augmentative and Alternative Communication (AAC),
evaluations can be given in two steps: the evaluation is administered
on paper and corrected automatically using optical reading paper, or
the test questions are socialized in physical form and answered on a
computer for identification, interpretation and analysis performed by
means of various software.
Evaluación asistidad por computadora (Computer Assisted
Assessment CAA)
•Esto implica el uso de una computadora en alguna etapa del proceso de
evaluación. Como es con el uso de procedimientos para evaluaciones
objetivas o el uso de procedimientos estadísticos para
analizar puntajes y calificaciones de pruebas.
Evaluación basada en computadora (Computer Based
Assessment CBA)
•Se refiere a la automatización completa del procedimiento de
evaluación del aprendizaje.
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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Gonzales (2021)pointed out that, in some learning environments,
testing is channeled solely into assessments. But if you think about
constructivism and its provenance, learning is projected beyond,
including the collection of information to evaluate different areas of
knowledge. In addition, criteria such as the properties and
dimensions of the module and the objectives of the educational
program must also be considered when gathering information for
further evaluation.
Arias (2017) expresses that there are difficulties when designing
evaluations, considering previous assumptions about types or models
of evaluation. First, because it is often relegated to the context in the
instructional design process, and second, because it is an online
model, and because it presents new challenges added to the existing
ones, so an evaluation must be comprehensive, reliable and must be
according to its function.
This same author provides a description of what the evaluation design
process should be like:
Figure 3. Evaluation design process according to Arias (2017).
Arias emphasizes that most of the evaluation techniques can also be
carried out in traditional environments, highlighting the possibility of
transferring the evaluation strategies and tools used. The same that
can be translated into the exploitation of the benefits provided by
technology facilitated by the use of ICT, therefore, a comparative
analysis of ICT resources for evaluation is shown in continuity:
Alineación de la
evaluación con
los objetivos
Selección de
métodos de
evaluación
Seleccionar
métodos
apropiados a los
resultados
deseados
Establecer el
valor de las
asignaciones
Frecuencia
Cuantificar
evaluación y
extensión
Viabilidad de las
evaluaciones
Evaluación válida
y confiable y
auténticas
Evaluaciones
abiertas e
inclusivas
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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Table 2. Comparative analysis of ICT resources for evaluation,
according to Arias 2017.
COMPARISON OF ICT RESOURCES FOR EVALUATION
FUNCTIONALITIES
Nearpod
Flipgrid
Kahoot
Corubrics
Google Forms
Quizizz
Loom
Jitsi
Genially
Drawexpress
Additio
Educaplay
Evaluations can be
shared or only available
to teachers.
Y
es
N
O
N
O
N
O
Y
es
N
O
Y
es
N
O
N
O
N
O
N
O
N
O
Works on computers
and mobile devices.
Y
es
Y
E
S
Y
E
S
N
O
Y
es
N
O
Y
es
Ye
s
N
O
N
O
Y
es
N
O
It allows analysis to
unfold and encourages
reflection while
reflecting the student's
perspective.
Y
es
N
O
N
O
Y
E
S
N
O
N
O
N
O
N
O
N
O
N
O
Y
es
N
O
Questionnaires can be
created collaboratively.
Y
es
N
O
N
O
Y
E
S
Y
E
S
Y
E
S
N
O
N
O
N
O
N
O
N
O
N
O
Increases student
interest, motivation and
participation in the
classroom
Y
es
Y
es
Y
es
N
O
Y
es
Y
es
N
O
N
O
N
O
N
O
N
O
N
O
It has multiple
possibilities.
Y
es
Y
es
Y
es
Ye
s
Y
es
Y
es
Y
es
Ye
s
Y
es
Y
es
Y
es
Ye
s
Videos can be uploaded
and can be viewed by
your peers.
Y
es
Y
E
S
Y
E
S
N
O
N
O
N
O
Y
E
S
N
O
N
O
N
O
N
O
N
O
It allows students to
follow different
itineraries.
Y
es
Y
es
Y
es
N
O
Y
E
S
N
O
N
O
N
O
N
O
N
O
Y
E
S
N
O
They find it challenging,
exciting and engaging.
Y
es
Y
es
Y
es
N
O
Y
E
S
Y
E
S
N
O
N
O
N
O
N
O
N
O
N
O
It makes it easier for
students to evidence
their learning and for
teachers to monitor the
teaching process.
Y
E
S
N
O
Y
es
N
O
Y
es
N
O
N
O
N
O
N
O
N
O
N
O
Ye
s
In an online
environment, you can
quickly respond to the
traditional rules that
take place in the
classroom.
Y
es
N
O
N
O
Ye
s
Y
es
N
O
N
O
N
O
N
O
N
O
Y
es
N
O
Improve the classroom
environment.
Y
es
Y
es
N
O
N
O
Y
es
Y
es
N
O
N
O
N
O
N
O
N
O
N
O
Help develop quality
materials and share
Y
es
Y
es
N
O
N
O
Y
es
N
O
N
O
Ye
s
N
O
N
O
Y
es
Ye
s
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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them with teachers and
students.
MATERIALS AND METHODS
To achieve the objectives of this study regarding the comparative
analysis between the tools that have been used by teachers in the
academic period 2021-2022 CI and CII, a descriptive documentary
study was conducted through the literature related to the use of ICT
as evaluation tools; and an applied field study, using as the unit of
analysis teachers of the Information Technologies career at the
University of Guayaquil, where 56 teachers were identified, of which
a non-probabilistic sampling by convenience was applied for the
implementation of the information collection tool, resulting in a
sample of 28 teachers who contributed through an online survey with
information on the use and importance of ICT as an essential tool for
the evaluation of curricular content in students, since the evaluation
is very useful not only for teachers but also for students, under
circumstances such as the pandemic caused by the virus SarsCov-
2019, but that significantly affect the modality from the very
conception of the career. To collect the information, the survey was
conducted through Google Forms, and the link was shared via email
to teachers. For the analysis of the information, the results of each
question were tabulated for better interpretation.
RESULTS
Table 3. Problems in the teaching-learning process. This table shows
the results of question 1 of the survey conducted by teachers in the
academic period 2021-2022 CI and CII.
Detail
Frequency
Percentage
Very much in agreement
41%
Agreed
59%
Neutral
0
0%
Disagree
0
0%
Strongly disagree
0
0%
Total
100%
The educational institutions presented inconveniences in the
teaching-learning process after the pandemic, due to the confinement
determined by the Ecuadorian state to prevent the spread of the virus,
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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before these all higher education institutions had to adapt their
employees and students to a new method of teaching and learning,
through means that allow them to work together. Therefore, the
survey conducted determined that 59% of teachers agree and 41%
strongly agree that there were problems in the teaching-learning
process, therefore, everything had an extreme change in education.
Table 4. Tools used. This table shows the results of question 2, of the
survey conducted by teachers in the academic period 2021-2022 CI
and CII.
Detail
Frequency
Percentage
Online ICT tools
86%
moodle platform resources
14%
Total
100%
The resources used by teachers were online tools (86%) and 14%
used didactic resources as teaching aids; the pandemic meant that
higher education institutions had to implement essentially and in
depth digital methods in order to provide curricular content to
students in online mode.
Table 5. ICT tools. This table shows the results of question 3, of the
survey conducted by teachers in the academic period 2021-2022 CI
and CII.
Detail
Frequency
Percentage
Very much in agreement
100%
Agreed
0
0%
Neutral
0
0%
Disagree
0
0%
Strongly disagree
0
0%
Total
100%
It is important to highlight that ICT is an essential tool nowadays,
since it can be used to teach and evaluate students, in such a way that
the teacher can know through the evaluation the students' deficit in
relation to what has been taught in class and measure their level of
learning. From these results, 100% of the teachers strongly agree that
it is important to use ICT for the general evaluation of students.
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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Table 6. Knowledge of the evaluation process and types of
evaluations. This table shows the results of question 4, of the survey
conducted by teachers in the academic period 2021-2022 CI and CII.
Detail
Frequency
Percentage
Very much in agreement
0
0%
Agreed
27%
Neutral
50%
Disagree
23%
Strongly disagree
0
0%
Total
100%
The survey determined that 50% of the respondents have a neutral
knowledge regarding the evaluation process and the types of
evaluation that exist, while 27% consider that they agree, concluding
that they have a little knowledge of the mentioned, however, 23%
disagree, which allows concluding that the majority does not have an
essential or fundamental knowledge of the types of evaluation that
can be performed through ICTs to measure student performance and
learning.
Table 7. ICT essential tools to evaluate contents. This table shows
the results of question 5 of the survey conducted by teachers in the
academic period 2021-2022 CI and CII.
Detail
Frequency
Percentage
Very much in agreement
55%
Agreed
45%
Neutral
0
0%
Disagree
0
0%
Strongly disagree
0
0%
Total
100%
As an analysis of the survey it is determined that Information and
Communication Technologies are a tool of great importance in the
curricular evaluation of the students of the Information Technologies
career, given that 55% strongly agree with what was stated, and 45%
agree, concluding that ICT are relevant in the educational field.
The implementation of ICT in the evaluation of the curricular
contents of the Information Technology course at the University of
Guayaquil, offers the possibility of immediately understanding the
results and identifying the shortcomings identified during the
teaching process. Therefore, as mentioned Arias (2017) previously,
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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when exposing the types of evaluation, the purpose of developing this
process is to obtain a global perception of the student's previous
knowledge, that is, to understand the state of learning of the students
of the Information Technology career, in addition to facilitating the
process and measures of formative evaluation of learning stated in
the degree of acquisition of summative evaluations on topics of
maintenance, control and installation of computer equipment, Arias
expressed that there are difficulties when designing evaluations,
therefore, ICT resources or models for evaluation should be
considered in this study.
The survey evidenced that 86 % of the teachers of the Information
Technology career used ICT as a tool for the teaching and learning
process due to the different circumstances that arose after the
pandemic, which is related to what Hernández et al. mentions (2019)
that ICTs offer the possibility of continuous, dynamic and indivisible
learning process serving as an essential tool in educational scenarios
in the face of any global situation. Fifty percent of teachers have a
neutral knowledge of the curricular evaluation process, therefore, the
authors Freire et al. (2021) determine that the curricular evaluation
process must begin by considering the objective to be achieved, then
the student must be able to obtain the levels
CONCLUSIONS
This study allowed to deepen and understand the importance of this
process and its improvement in the teaching field. In this way,
evaluation is convenient for both teachers and students, because the
learning process can be improved from two aspects. On the one hand,
students are aware of their self-learning and, on the other hand,
teachers recognize the effectiveness of their teaching methods and
strategies and make the necessary adjustments, It is worth mentioning
the importance of the evaluation function (formative and
summative), since evaluations aim to verify the achievement of
certain objectives. Therefore, when designing an evaluation, these
two functions must be addressed and adapted to the needs of the
environment and the individual.
Thanks to the research on ICT tools, one can be sure that their use is
reasonable and logical in the context of real-world oriented learning,
despite the reticence after the pandemic presented by the COVID-19
virus. Likewise, the usefulness of ICTs has not only been presented
in distance education scenarios, such as in the context of a pandemic,
but they are also a special tool in the classroom, because they allow
the change of traditional teaching models, with a more appropriate
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ICT tools as resources for the evaluation of curricular content in undergraduate students.
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direction to a constantly changing reality driven by technology. It is
clear that adaptability is a very relevant factor in education, therefore,
for the evolution and improvement of teaching and learning
processes, ICT must be available. Moreover, this adaptability will
require the development of new materials to overcome the difficulties
posed by new tools, such as electronic monitoring systems that
ensure the quality of evaluations.
In short, the methodological and pedagogical components of this
work are attractive and can be applied in the study of the evaluation
of the curricular content of the Information Technology course within
the framework of the teaching process. Likewise, precisely because
it also focuses on ICT tools, which are characterized by increasingly
accelerated changes and evolution, it is correct to suggest that new
tools, technological resources, solutions to problems may emerge in
a short period of time as it appears in the present work, while giving
rise to future research.
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