Un enfoque multicriterio de ponderación flexible para la evaluación académica de estudiantes universitarios

• Pavel Novoa-Hernández ^[1] ; David Pelta ^[1] ; Carlos Cruz ^[1] ; José Luis Verdegay ^[1]
  1. [1] Universidad de Granada
• Localización: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI), ISSN 2531-0607, Nº. 8, 2023 (Ejemplar dedicado a: Actas de las XXIX Jornadas sobre la Enseñanza Universitaria de la Informática. Granada, del 5 al 7 de julio de 2023 / coord. por José Antonio Cruz Lemus , Nuria Medina Medina , María José Rodríguez Fortiz ), págs. 343-349
• Idioma: español
• Enlaces
  • Texto completo
• Resumen
  • español

    En este trabajo proponemos un método para la evaluación del rendimiento académico de los estudiantes universitarios desde una perspectiva de la toma de decisión multicriterio, tomando como base un conjunto de evaluaciones parciales y un orden de importancia de las mismas. Desde nuestra experiencia como docentes, consideramos que la tarea de definir pesos específicos (factores de ponderación) a las evaluaciones parciales es una tarea compleja y condicionada al juicio del docente, incluyendo valoraciones subjetivas. La posibilidad de flexibilizarla, mediante el establecimiento de una relación de orden de importancia entre las evaluaciones, no solo simplifica dicha tarea, sino que resulta más fácil de comprender por parte de los estudiantes, al tiempo que contribuye a la obtención de consensos sobre el tema (ej. en caso de que la asignatura sea impartida por varios docentes). La aplicabilidad de propuesta se ilustra a través de un caso de estudio en la asignatura Metodología de la Programación de la carrera Ingeniería Informática de la Universidad de Granada.

  • English

    In this paper we propose a method for the evaluation of university academic performance from a multi-criteria decision making perspective, and with partial information on the preference of the criteria. In our model, these criteria are the partial evaluations contemplated by a given subject, while the solutions or alternatives to the problem are the students. From our experience as teachers, we consider that the task of defining specific weights to the partial evaluations is a complex task and conditioned to the teacher’s judgment, including subjective assessments. Making it more flexible, by means of an order of importance relationship between the evaluations, not only simplifies this task, but also makes it easier for students to understand, and at the same time contributes to reaching a consensus (e.g., in the case of a subject taught by several teachers). The applicability of the proposal is illustrated through a case study in the subject Programming Methodology of the Computer Engineering course at the University of Granada.

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