<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322021000100098</article-id>
<article-id pub-id-type="doi">10.22458/ie.v23i34.3152</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas evaluativas en contextos de aula invertida y aprendizaje móvil]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation practices in flipped classroom and m-learning contexts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Práticas de avaliação em contextos de sala de aula invertida e aprendizagem móvil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morán]]></surname>
<given-names><![CDATA[Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</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>23</volume>
<numero>34</numero>
<fpage>98</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322021000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322021000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322021000100098&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En los últimos años los modelos pedagógicos del nivel superior han mostrado una gran extensión hacia el blendedlearning (Ibáñez, de Benito Crosetti, Garcías, y Cervera, 2018; Mariño, 2007; Morán, 2012; Vera, 2008). El modelo permite combinar el ambiente presencial y el virtual, de tal forma que permite la optimización de las cualidades más pujantes de cada uno de ellos. Entre las diferentes formas de implementar el blendedlearning es el modelo del aula invertida (Coufal, 2014; Schneider, Suhr, Rolon, y Almeida, 2013), el cual ha ido adquiriendo progresivamente mayor relevancia. En estos contextos el profesorado afronta la transformación de todas sus prácticas, entre ellas, la evaluación resulta un eje relevante que ha sido poco abordado. Con base en esta problemática, la investigación que se presenta en este trabajo abordó la evaluación llevada a cabo en tres asignaturas. Se indagó acerca del enfoque, las estrategias y los instrumentos, con el fin de establecer las particularidades de la evaluación en estos contextos. Por medio de un abordaje cualitativo, se recolectó información mediante entrevistas, observaciones y análisis documental. Asimismo, se siguió el método comparativo constante y se construyeron las categorías que permitieron caracterizar evaluación en contextos de aula invertida. Las decisiones y acciones en torno a la evaluación evidencian cómo la propuesta pedagógica y las posibilidades didácticas de las actividades, definen la impronta de la evaluación más que las cualidades de las herramientas tecnológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary:   In recent years, pedagogical models of the highest level have shown a great expansion towards blended learning (Ibáñez, de Benito Crosetti, Garcías, and Cervera, 2018; Mariño, 2007; Morán, 2012; Vera, 2008). These models allow for incorporating both the face-to-face and virtual environments in such a way that it allows the optimization of the most compelling qualities of each of them. Among the different ways of implementing blended learning is the flipped classroom (Coufal, 2014; Schneider, Suhr, Rolon, &amp; Almeida, 2013), which has been continuously acquiring more relevance. In these contexts, teachers face the transformation of all their practices; among them, evaluation is a relevant axis that has been little addressed. Based on this problem, the research presented in this work addressed the evaluation carried out in three school subjects. The approach, strategies, and instruments were examined that one may establish the particularities of evaluation in these contexts. Through a qualitative approach, information was collected through interviews, observations, and documentary analysis. Likewise, a constant comparative method was adopted, and the categories that allowed characterizing evaluation in flipped classroom contexts we reconstructed. The decisions and actions regarding evaluation demonstrated how the pedagogical proposal and the didactic possibilities of the activities define the evaluation&#8217;s characteristics more than it does the qualities of the technological tools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Nos últimos anos, modelos pedagógicos de alto nível mostraram uma grande extensão para o &#8220;Blendedlearning&#8221; aula invertida(Ibáñez, de Benito Crosetti, Garcías, &amp;Cervera, 2018; Mariño, 2007; Morán, 2012; Vera, 2008). O modelo permite combinar os ambientes presenciais e virtuais, de forma a permitir a otimização das qualidades mais prósperas de cada um deles. Entre as diferentes formas de implementar o aprendizado misto está o modelo de sala de &#8220;Blendedlearning&#8221;aula invertida (Coufal, 2014; Schneider, Suhr, Rolon, &amp; Almeida, 2013), que tem se tornado progressivamente mais relevante. Nestes contextos, os professores enfrentam a transformação de todas as suas práticas, entre elas, a avaliação é um eixo relevante que tem sido pouco abordado. Com base neste problema, a pesquisa apresentada neste trabalho abordou a avaliação realizada em três temas. A abordagem, estratégias e instrumentos foram investigados a fim de estabelecer as particularidades da avaliação nestes contextos. Através de uma abordagem qualitativa, as informações foram coletadas por meio de entrevistas, observações e análise documental. Da mesma forma, o método comparativo constante foi seguido e as categorias foram construídas para caracterizar a avaliação em contextos de sala de aula invertidos. As decisões e ações em torno da avaliação mostram como a proposta pedagógica e as possibilidades didáticas das atividades definem mais a impressão da avaliação do que as qualidades das ferramentas tecnológicas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Aula invertida]]></kwd>
<kwd lng="es"><![CDATA[Método de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje móvil]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[teaching method]]></kwd>
<kwd lng="en"><![CDATA[m-learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[método de ensino]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem móvel]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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