Analysis of Assessment Strategies in Health Area Careers

Mónica Serrano Trejo

(CENTRO Interdisciplinario de Ciencias de la Salud UST, IPN, Mexcio)

Abstract: This research procures an approach to the analysis of the different forms of assessment that teachers use in their daily activity in the classroom.

A survey was designed to know the teaching and assessment strategies that NS teachers in the health area of the IPN use to develop the student learning process. According to the results, it was found that prevail teaching strategies of instructional type, where teachers must “give the class”, and although in some cases it is said to use strategies such as ABP or analysis of cases, which are strategies aimed at metacognition and self regulation, there are few teachers who apply them. This leads to the conclusion that teachers may not know the full range of strategies that current exists, or they do not know how to implement them correctly. 

From this perspective it is, therefore, necessary to involve teachers in new and innovated workshops about new teaching and assessment strategies in order to apply more specific and adequate strategies in the students’ learning process. In this way, students could achieve a more active and innovated interaction in the acquisition of knowledge. Regarding the assessment, it can be concluded that some teachers are also incorporating strategies that stimulate metacognitive skills so that students become aware of their own learning process and the actions that have made them progress or those ones that have led them to error. Nevertheless, not all teachers carry out this practice. And they not only have continued applying the traditional assessment but also they have been giving a high level of importance to exams.