Bolarín Martínez, María José

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Bolarín Martínez, María José

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Bolarín Martínez, María José

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Universidad de Murcia. Departamento de Didáctica y Organización Escolar

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Open Access
Evaluación del aprendizaje en los programas orientados al reenganche socio-educativo e inserción laboral
(Centro de Estudos Educação e Sociedade - Cedes, 2021-03-22) Bolarín Martínez, María José; González Barea, Eva María; Rodríguez Entrena, María Jesús; Didáctica y Organización Escolar; Facultad de Educación
En este artículo se analiza la evaluación del alumnado en dos programas de reenganche educativo y social: Programas de Aprendizaje Integral (PAI) y Programas Formativos Profesionales (PFP) en la Región de Murcia (España); se reflexiona sobre el tipo de evaluación y su pertinencia para el reenganche y la inclusión del alumnado. Para ello, se optó por una metodología de investigación de estudios de caso múltiples con diferentes instrumentos de recogida de datos: análisis documental, cuestionario, entrevista y grupos de discusión. Los resultados arrojados en este estudio ratifican el desarrollo de una evaluación en el aula para el aprendizaje a través del uso de distintos instrumentos de evaluación y criterios para evaluar, lo que puede facilitar la inserción educativa y social del alumnado.
Open Access
Liderazgo, implicación de la comunidad educativa y evaluación: elementos clave de la innovación educativa
(Grupo de investigación de la universidad Complutense 'Concilium', HISIN (Historia de los Sistemas Informativos), 2025-09-11) Porto Currás, Mónica; Bolarín Martínez, María José; Torres Soto, Ana; García Hernández, María Luisa; Didáctica y Organización Escolar; Facultad de Educación
Introduction: Any educational innovation process must provide opportunities for improvement in teaching and learning processes while also being accompanied by monitoring and reflection on the path taken and opportunities for growth. In this regard, this article aims to understand how innovations are developed and assessed within non-university educational institutions in the Region of Murcia. Methodology: A quantitative, descriptive, and exploratory design was used, and data were collected through a questionnaire administered to 131 active teachers from non-university educational institutions in the Region of Murcia. Results: The findings indicate that leadership in the development of innovations is often exercised by school management teams. Conversely, the results also reveal the limited involvement and participation of families in innovation processes. Additionally, significant differences were observed regarding leadership and participation depending on the ownership of the schools. Conclusions: There is a perceived need to promote teacher training in leadership and evaluation, as well as to encourage the participation and engagement of the educational community within schools.
Open Access
Programas de re-enganche educativo en la Región de Murcia (España): percepciones del alumnado
(2023-04-05) González, Mª Teresa; Cutanda López, María Trinidad; Bolarín Martínez, María José; Didáctica y Organización Escolar; Facultad de Educación
Open Access
The Question at the Heart of Assessment in Higher Education: Are We Assessing for Competency Acquisition?
(MPDI, 2016-04-26) Claudia González López; Abraham Bernárdez-Gómez; Bolarín Martínez, María José; Didáctica y Organización Escolar; Facultades de la UMU::Facultad de Educación
European universities are increasingly adopting competency-based education to enhance transfer between academic and professional contexts, demanding assessment systems aligned with classroom practices. This study explores what is assessed in three Spanish universities. Spain constitutes a particularly relevant case: its course guides are legally binding contracts subject to external audit by the National Agency for Quality Assessment and Accreditation (ANECA), ensuring exceptional standardization. A theory-driven documentary analysis examined 7810 teaching guides from all degree programs, with coding supported by ATLAS.ti software applied to these documents, which represent statements of intent by faculty members. The findings reveal notable discrepancies: competencies were rarely the central focus of assessment, and evaluation appeared fragmented, overlooking the integration of knowledge, skills, and attitudes. These gaps raise concerns about the innovative dimension of competency-based models. The study concludes that institutional assessment schemes should promote holistic education, ensuring students develop collaborative and cross-disciplinary capacities essential for professional environments.
Open Access
Programas de reenganche educativo en la Región de Murcia (España). Percepciones del alumnado en Educación Secundaria Obligatoria
(Consejo Mexicano de Investigación Educativa, 2023-01-01) González, Mª Teresa; Cutanda López, María Trinidad; Bolarín Martínez, María José; Didáctica y Organización Escolar; Facultad de Educación
El propósito de este artículo es presentar y analizar experiencias positivas del alumnado en programas de reenganche escolar. Se parte de posicionamientos teóricos que subrayan la importancia del centro escolar en dinámicas curriculares y organizativas de tales programas para lograr resultados y experiencias positivas. Sobre el método, se trata de un estudio de caso múltiple de múltiples unidades; la información se recabó mediante cuestionarios/grupos de discusión y se analizó, respectivamente, cuantitativa y cualitativamente. Entre los resultados destaca la valoración positiva de componentes relacionales (peso fundamental) y pedagógicos (mayor importancia de lo práctico/profesional sobre lo académico). Las conclusiones indican que el estudiantado que cursa y supera programas destinados a reducir riegos de abandono escolar y acrecentar su motivación e interés por continuar su formación y educación percibe como aspectos básicos dos dimensiones: a) el cuidado y atención a lo relacional/emocional y b) proporcionar una información útil, relevante y próxima.
Open Access
How are the sustainable development goals being worked Within the schools?
(Paradigm Publishing, 2025-01-22) Bolarín Martínez, María José; González Barea, Eva María; Bernárdez Gómez, Abraham; Rodríguez Entrena, María Jesús; Didáctica y Organización Escolar; Facultad de Educación
The integration of the Sustainable Development Goals (SDGs) in educational centers has become an imperative need to prepare new generations with the necessary competencies to respond to new global challenges. Schools, as educators, have a responsibility to foster education that promotes sustainable development, ensuring that new generations adopt practices and values that contribute to building a more equitable and sustainable future. The goal of this article is to provide an overview of the actions and experiences related to the SDGs that are being carried out at schools in the Autonomous Community of the Region of Murcia (Spain). A purposive sampling was carried out, and the sample consisted of 40 educational centers. The centers were selected based, firstly, on their consideration as key agents in the development of the SDGs and, secondly, on their territorial representativeness. A descriptive qualitative research approach was adopted, using a semi-structured in-depth interview, with teachers and members of the management teams, as an instrument to collect 163 information. A content analysis based on grounded theory was conducted, which made it possible to identify the agents promoting actions and programs linked to the SDGs, as well as to categorize by theme the different actions being developed by the centers to contribute to the development of the SDGs and the 2030 Agenda.