<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442021000100418</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v45i1.41423</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación del aprendizaje a través de la multimodalidad educativa, estudio de caso: grupo de Contabilidad Administrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[A Learning Assessment through Educational Multimodality: A Case Study of an Administrative Accounting Group]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano Montero]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<fpage>418</fpage>
<lpage>438</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442021000100418&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442021000100418&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442021000100418&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En México, como en otros países, el sistema educativo se ha adaptado a los procesos de aprendizaje y de evaluación, exacerbado por una sociedad cada vez más tecnológica, además de acercar la educación a un mayor número de personas y que esta sea de calidad. Esta investigación tuvo como objetivo analizar los beneficios obtenidos, derivados de aplicar la evaluación del aprendizaje a través de la multimodalidad educativa a un grupo irregular y en trabajo conjunto entre el alumnado y el personal docente, reduciéndose así el índice de reprobación. Basado en una metodología de estudio de caso de sentido transversal y utilizando la técnica de entrevista grupal y el cuestionario de satisfacción individual que se aplicó a un grupo de 36 estudiantes que cursaban la materia de Contabilidad Administrativa de la licenciatura de Administración Financiera, quienes expresaban inconformidades en el proceso de aprendizaje y de evaluación. Para conocer los efectos, se dio a conocer al estudiantado las actividades a realizar: trabajo en equipo, cursar la materia de manera virtual, seguir acudiendo a clases presenciales, proyecto de investigación en sector empresarial, exámenes rápidos con autoevaluación y realización de casos prácticos reales, para motivar así el aprendizaje. Los resultados mostraron que, al aplicar la multimodalidad educativa, el aprendizaje del grupo mejoró a un 94 %, el índice de reprobación disminuyó a un 8% y la autorregulación se implementó como una herramienta de evaluación junto con la autoevaluación, la cual se desarrolló en un 95 %, lo que contribuyó a que se percibiera como un aliado del aprendizaje y que se avanzara considerablemente en el aprendizaje autónomo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract México, as is the case in other countries, has adapted its educational system to learning and evaluation processes intensified by a vast technology-oriented society. Since education has become more readily available to people, it is adamant to ensure its quality. The endpoint of this study is to analyze the benefits of conducting learning assessments through multimodality education among an irregular group and working jointly with students and teachers, potentially reducing the failure rate. Based on a cross-sectional case study methodology, group interviews and an individual satisfaction questionnaire, learning assessments were performed among a group of 36 Administrative Accounting students majoring in Financial Management stated being discontent with the learning and evaluation process. In order to gauge its impact, students were informed about the tasks to be carried out which included working as a team, distance learning, face-to-face classes, a business-focused research project and self-assessed quizzes based on real case studies, all aimed at motivating learning. According to the results, with multimodal education, group learning improved by 94 %; the student failure rate decreased by 8% and the use of self-regulation and self-evaluation increased by 95%. Multimode education was, thereby, perceived as a learning ally which led to considerable progress in autonomous learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Multimodalidad educativa]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[Evaluación multimodal]]></kwd>
<kwd lng="en"><![CDATA[Learning Assessment]]></kwd>
<kwd lng="en"><![CDATA[Educational Multimodality]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Meaningful Learning]]></kwd>
<kwd lng="en"><![CDATA[Multimodal Assessment]]></kwd>
</kwd-group>
</article-meta>
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