{"id":55797,"date":"2021-02-01T00:00:34","date_gmt":"2021-02-01T08:00:34","guid":{"rendered":"https:\/\/world.edu\/?p=55797"},"modified":"2021-02-01T00:10:18","modified_gmt":"2021-02-01T08:10:18","slug":"covid-19-what-is-not-said-in-the-debate-about-university-exams","status":"publish","type":"post","link":"https:\/\/world.edu\/covid-19-what-is-not-said-in-the-debate-about-university-exams\/","title":{"rendered":"Covid-19 : What is not said in the debate about university exams"},"content":{"rendered":"

\"\"<\/p>\n

The last weeks of January and the first of February are dates that in the university environment are associated with evaluation and exams.\u00a0This year, in the context of the pandemic, we have observed a debate that has reached confrontation, regarding the adequacy or not of taking face-to-face exams in universities, at the height of the third wave caused by covid-19.<\/p>\n

Since the beginning of the pandemic, face-to-face universities have made a remarkable exercise in flexibility and adaptation to circumstances, adapting a considerable percentage of teaching hours to\u00a0online<\/em>\u00a0teaching\u00a0.<\/p>\n

With regard to the evaluation at the end of the first quarter of the 2020\/2021 course, most universities opted for the evaluation of\u00a0classroom manner<\/a>\u00a0.\u00a0The debate has arisen when groups of students have complained about the health risk, manifesting in the same sense the Minister of Universities,\u00a0Manuel Castells<\/a>\u00a0.<\/p>\n

This article does not try to position itself on one side or the other, or to analyze the health risks that may exist in the face-to-face performance of the exams.\u00a0What it seeks is to observe the situation from a pedagogical perspective, paying attention to what is ‘not said’ in this debate.<\/p>\n

Thus, it is a question of identifying absences, understood as symptoms of deep problems, and generating some pedagogical reflections:<\/p>\n

    \n
  1. Pedagogy is absent from the debate on educational evaluation at the university in the context of a pandemic, which is surprising at least given that Pedagogy is the science that studies education.<\/li>\n
  2. Exams are one evaluation technique among many other existing and developed from Pedagogy and Didactics.\u00a0Just to list some evaluation techniques, as an example, it can be evaluated from projects, small investigations, observation, resolution of cases, essays, etc .;\u00a0not necessarily in person.\u00a0However, it seems that it can only be assessed through examinations.<\/li>\n
  3. Face-to-face teaching has innumerable advantages over\u00a0online<\/em>\u00a0education\u00a0, in the possibilities for a complete training that integrates theory, practice, specific and transversal skills, etc.\u00a0However, it is striking that, in general, one part of the teaching has been adapted (the didactic methodology) to\u00a0online<\/em>\u00a0media\u00a0, and another (the evaluation) it is understood that it is only possible to do it in person.It is observed, consequently, that evaluation is not understood, that in teaching it should always be formative and integrated into the didactics itself.\u00a0Assessment is one more component of the curriculum, along with other fundamental ones, such as educational objectives or didactic methodology.\u00a0All of them integrate the teaching process and the training that accompanies it.\u00a0From Didactics, harmony and fluidity between these curricular elements would be understood to be desirable, understanding that all of them function as a Rubik’s cube, where the turn of any piece influences the others.\u00a0In the current context, the desynchrony between ‘how it is being taught’ and ‘how it is being evaluated’ is remarkable.<\/li>\n
  4. Observing the difficulty of university teachers to use other assessment techniques other than the face-to-face exam, it is understood that the university reform promoted after the\u00a0Bologna Declaration<\/a>\u00a0(1999) is a failure with regard to the continuous evaluation of the student, more than 20 years later.<\/li>\n<\/ol>\n

    Pedagogy lacks social recognition<\/strong><\/h4>\n

    From these reflections two main conclusions can be deduced:<\/p>\n

      \n
    1. Pedagogy is still not socially recognized as the science that deals with studying education (also university) because it is absent in the discourse on core aspects of teaching, such as formative assessment (face-to-face or not face-to-face).<\/li>\n
    2. The need for training university teachers in Pedagogy and Didactics, and therefore also in educational evaluation (concept, theoretical approaches, techniques and instruments, etc.) is clear.<\/li>\n<\/ol>\n

      Some external circumstances, currently the pandemic, allow us to clearly identify some fundamental needs.\u00a0With so much noise, observing what is not present in the educational debate seems an inalienable scientific position, if what is intended is to profoundly transform society through Pedagogy and education (including university).<\/p>\n

      Author Bio:<\/strong> Pablo Rodr\u00edguez Herrero is Profesor del Departamento de Pedagog\u00eda at the Universidad Aut\u00f3noma de Madrid<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

      The last weeks of January and the first of February are dates that in the university environment are associated with evaluation and exams.\u00a0This year, in the context of the pandemic, we have observed a debate that has reached confrontation, regarding the adequacy or not of taking face-to-face exams in universities, at the height of the […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":55798,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[209398],"coauthors":[11733],"class_list":["post-55797","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-pedagogy"],"acf":[],"yoast_head":"\nCovid-19 : What is not said in the debate about university exams - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/covid-19-what-is-not-said-in-the-debate-about-university-exams\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Covid-19 : What is not said in the debate about university exams - 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