La evaluación de la competencia oral como herramienta de aprendizaje en estudiantes de la carrera de Medicina Veterinaria de la UNL

Abstract

Las tendencias actuales buscan acortar las carreras, así como también desarrollar competencias y habilidades vinculadas con el hacer profesional. En este sentido, esta línea de investigación posibilitará revisiones y reconstrucciones para incrementar el desarrollo de competencias orales. En efecto, se contemplan herramientas de desarrollo personal, tanto para la vivencia como para instancias de oralidad en los exámenes y/o presentaciones que los estudiantes deben atravesar y superar. Para evaluar la producción oral de los aprendientes, se deben determinar dos importantes aspectos: una clara concepción de la naturaleza de la lengua hablada (¿qué se evalúa?) y una clara planificación del procedimiento e instrumento para la evaluación (¿quién evalúa?, ¿cómo se evalúa?, ¿cuándo se evalúa? y ¿para qué se evalúa?). Los objetivos del proyecto son evaluar el estado actual de la competencia oral en los estudiantes como herramienta de trabajo, conocer la evolución de la competencia oral teniendo en cuenta la frecuencia del empleo de diferentes tipos de estrategias en el aprendizaje oral y conocer desde la práctica docente los espacios y estrategias dedicadas al desarrollo de la competencia oral de los estudiantes. La metodología propuesta para la construcción del proceso de indagación y recogida de datos se encuadra sobre una instancia mixta, la cual permitirá comprender, desde dos variables que se triangulan, el estado de la competencia mencionado. Las técnicas de recolección de datos serán las entrevistas semiestructuradas, observaciones participantes, cuestionarios-test estandarizados y encuestas, en función del objeto de estudio. El vector sobre el que se apoya esta investigación y el grupo humano de trabajo, se inspira en el fomento de una educación continua que atraviese la formación personal contribuyendo con la calidad de la práctica profesional.

In order to build improvements that positively impact the university curriculum, current trends seek to shorten careers, as well as develop competencies and skills linked to pro- fessional practice. In this sense, this line of research will enable revisions and reconstruc- tions to increase the development of oral skills. In fact, personal development tools are contemplated, both for experience and for oral instances in the exams and/or presenta- tions that students must go through and overcome. The Faculty of Veterinary Sciences has incorporated various modifications linked to uni- versity entry, permanence and graduation, addressing the interrelationship between the training curriculum and the labor insertion of future graduates, in a transversal perspec- tive that allows for competitiveness in the training achieved. The above is in line with the lines of work that the National University of the Litoral has been adopting since 2020 with the new university admission system. Consequently, to evaluate oral skills it is necessary to consider the different instruments and approaches that, in the academic context, have mainly two objectives: administrative and responsibility, and professional and educational. At the same time, to clarify the components of teaching practice, it is necessary to ob- serve the four types of information that evaluation should offer as a training tool: 1) information about the current state; 2) information about the goal; 3) information that determines the difference between the current state and the goal; and 4) specific infor- mation regarding how to narrow this difference. To evaluate the oral production of learners, two important aspects must be determined: a clear conception of the nature of the spoken language (what is evaluated?) and a clear planning of the procedure and instrument for evaluation (who evaluates? how is it evaluated?, when is it evaluated? and why is it evaluated?). For the successful exercise of this research, there is a working group that includes pro- fessionals with postgraduate degrees and/or specialized teaching careers, allowing this to enrich the tasks. Therefore, it is proposed to: o Ealuate current state of oral competence in students as a learning tool. o Know evolution of oral competence taking into account the frequency of the use of different types of oral learning strategies. o Promote training in communication and oral expression strategies for development of this skill. o Know from teaching practice spaces and strategies dedicated to development of students' oral competence. Methodology proposed for construction of the inquiry and data collection process is framed on a mixed instance, which will allow understanding, from two triangulated variables, state of the aforementioned competence. Thus, interpretation of situation will be carried out with instruments such as interviews, observations, questionnaires or surveys, depending on the object of study. The vector on which this research and the working group is based is inspired by promotion of continuing education that goes through personal training and contributes to quality of professional practice.