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Este manuscrito contiene la transcripción del intercambio entre María Cristina Piro, Soledad Cottone y Marisa De Giusti sobre la ciencia abierta y la evaluación de la producción científica, que tuvo lugar durante la última sesión del evento Psicología (con)Ciencia Abierta. Moderador: Nicolás Alessandroni

En el contexto de la obtención del título de Doctor en España, se genera controversia sobre la necesidad de publicación previa para depositar tesis doctorales. Esta crónica examina críticamente esta práctica, evaluando su congruencia con la legislación y sus implicaciones para la autonomía académica y derechos de los doctorandos. Se destacan desafíos legales y reflexiones académicas, especialmente en la vulnerabilidad del doctorando y la interferencia en la autonomía institucional. La imposición de criterios externos plantea cuestionamientos sobre la conformidad con la legislación y la necesidad de preservar la integridad del proceso académico. Se insta a las instituciones a reflexionar, ajustar políticas y asegurar alineación con los principios de la normativa doctoral. Esta crónica busca contribuir al debate sobre la legalidad y relevancia de la publicación previa, promoviendo diálogo constructivo y transparencia en evaluaciones.

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El procesamiento de lenguaje natural (NLP) ha sido estudiado en la industria de la computación durante mucho tiempo. Entre los constantes avances tecnológicos se ha logrado el desarrollo de complejos modelos de inteligencia artificial (IA), incluyendo Chat Generative Pre-Trained Transformer (GPT chat) cuyo uso, puesto a disposición desde noviembre de 2022, ha mostrado la tendencia de irse expandiendo. Los modelos desarrollados tienen un potencial preocupante para la evaluación académica porque pueden llevar a cabo una gama de actividades lingüísticas y generar reacciones humanas. Considerando esta problemática, el objetivo de este artículo es examinar las potenciales ventajas y desventajas del uso de ChatGPT y otras tecnologías NLP en la escritura y su evaluación, según la revisión de la literatura, para llamar la atención sobre las preocupaciones éticas planteadas por su uso. Para ello, se realizó una búsqueda en la literatura que incluía artículos en Google Académico y el resultado de la búsqueda aportó 12 artículos con un alto número de citaciones. Se utilizó metodología cualitativa para el estudio, lo que implica la lectura y el análisis de las fuentes para encontrar información pertinente, en interés de responder a los objetivos de la investigación. Las palabras clave como "GPTChat", "contenido generado por IA", "escritura académica" y "procesamiento de lenguaje natural" “fraude (ética) en las evaluaciones” guiaron la búsqueda. Los hallazgos de este análisis preliminar apuntan a que el ChatGPT y otras técnicas de NLP podrían aumentar la eficiencia de la escritura académica y la investigación. Sin embargo, su uso también plantea preocupaciones sobre cómo puede afectar la fiabilidad y la validez del trabajo académico. El estudio subraya la necesidad de explorar minuciosamente las posibles aplicaciones, peligros y limitaciones de estas tecnologías e, igualmente, enfatiza el valor de debates en profundidad y preocupaciones morales en torno a su aplicación.

Understanding Open Access and Open Science as concrete possibilities to diversify and make visible the sciences of the Global South, break inequalities and promote collaborative production of knowledge, in this paper we present the results of a research on academic evaluation policies in the group of CLACSO Centers in Venezuela. The research was developed through the application of a survey and 11 interviews as data collection instruments, to heads of centers and networks in Venezuela, and the subsequent systematization of the responses to build a proposal for a collective statement for the development and implementation of a fair, equitable and democratic science. Of the 64 centers, 44 participated in the survey. Among the main results we found that, despite not having an explicit evaluation system, the centers consulted point to the need for the development of a fairer science, emphasizing a model of science that is very different from the modern hegemonic scientific system and traditional evaluations. The fact that most centers do not have precise evaluation mechanisms creates an opportunity to promote a critical reflection on which mechanisms can contribute to the creation of a more democratic science. [ABSTRACT FROM AUTHOR]

El presente artículo se centra en el desarrollo de una propuesta para el problema de evaluación académica en educación superior. A partir de la necesidad institucional de la Universidad Autónoma de Baja California (UABC), México, se desarrolló un mecanismo de evaluación para su personal académico en sus actividades de investigación y posgrado, enfocado en ofrecer retroalimentación para la mejora de las labores académicas. Considerando la necesidad de tomar en cuenta indicadores más robustos que la sola productividad científica, se decidió utilizar el modelo de evaluación comprensiva para definir las áreas de evaluación a partir de la experiencia y necesidades de la comunidad universitaria. A través de la participación de 579 académicos a partir de una encuesta abierta, se definieron las categorías por evaluar, mismas que pretenden reflejar las demandas del contexto particular de los académicos participantes. Se realizó un análisis de contenido inductivo de las respuestas obtenidas; derivado de ello se definió un mecanismo de evaluación que sugiere el uso de tres instrumentos: Guía de autoevaluación; Guía de entrevista; y, Cuestionario para estudiantes. Cada instrumento se sujetó a revisión de expertos de la propia comunidad universitaria para valorar su pertinencia de aplicación para las diferentes áreas de conocimiento. Como resultado, se obtuvo una propuesta de mecanismo de evaluación basada en la colegialidad y no en estándares, coincidiendo así con la perspectiva comprensiva, la cual pretende reflejar la diversidad de la comunidad universitaria y la complejidad que implica la realización de actividades académicas en el ámbito del posgrado y la investigación.

Within the framework of the profound transformations of scientific publishing, Venezuelan journals face a difficult situation because of the sharp fall in local research and the total loss of support from the State. A significant number have been paralyzed or delayed. However, many editors are determined to keep their journals active and, recently, some autonomous universities propose initiatives to prevent the disappearance of publishing activity by adopting new ways of supporting their operation that contribute to adapting to the demands of international repositories and maintaining their continuity, and, subsequently, a review is made of statistical data from national and international repositories and interviews with those responsible for coordinating research in four autonomous universities, editors and researchers from various areas of knowledge. The situation of Venezuelan journals shows a significant drop in their activity, while certain changes begin to be experienced in search of survival. e most notable thing is the change in the profile of the authorships of the articles in some journals, which in 10 years go from being fundamentally national to predominantly foreign. [ABSTRACT FROM AUTHOR]

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La medición y control de la actividad universitaria es cada vez más relevante y condiciona la imagen institucional. La proliferación de rankings internacionales así lo evidencia. El objetivo de esta investigación es analizar las acciones de apoyo que las universidades en España ofrecen a la comunidad científica para alcanzar la excelencia investigadora, categorizarlas y comparar, después, si existe una correlación entre estos servicios internos y la posición de las universidades españolas en el ranking SIR, con base en resultados externos. La metodología se fundamenta en el análisis de contenido. Los resultados obtenidos evidencian cierta similitud, aunque hay casos discordantes que permiten inferir que la actividad investigadora responde a iniciativas individuales y encuentra sinergias a partir del trabajo colaborativo entre diferentes instituciones. Además, se perciben niveles más elevados de fomento de la investigación en el caso de las universidades públicas.

University Rankings and impact factor indicators were critical in the extension of the global belief in the intrinsic academic value of "World Class Institutions," along with the international recognition of successful individuals forged through mainstream journals. However, these supposedly global standards were not adopted passively, nor massively, in the so-called periphery. Drawing from quantitative and qualitative studies of evaluative cultures in Latin America, particularly in Argentina, this paper observes various circuits of recognition and different paths for prestige-building. First, it discusses a multi-scale approach to national scientific fields highlighting heterogeneity in terms of the orientation of research agendas and styles of academic publishing. Evaluative cultures are examined as a complex set of instances of legitimation that provide room for maneuvering between global standards and local orders. Second, the paper delves into the role played by Latin America in forging an open access, non-commercial, regional publishing circuit with a dominant, but not exclusive, composition of journals from the social sciences and humanities. Finally, it argue that facing this dynamical publishing ecosystem developed in the public domain, national research assessment systems are alienated by incentives directed only to performance in mainstream publishing. [ABSTRACT FROM AUTHOR]

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En este trabajo se analiza la trayectoria de la revista Mundo Agrario en el contexto de las revistas latinoamericanas sobre el mundo rural. En la primera parte se relata la evolución de la revista desde su fundación hasta la actualidad. Desde otra perspectiva, se estudia el desarrollo de las temáticas agrarias a partir de las distintas contribuciones que fueron incluidas en estos 19 años. Se estudian los procesos de indexación e inclusión en las diversas bases de datos, así como también su alcance, impacto y visibilidad nacional, regional e internacional. Por último, se presentan algunas perspectivas sobre la proyección de crecimiento futuro de la revista. Se concluye que Mundo Agrario ha logrado un crecimiento sustancial en todos los ítems analizados, que sostiene el modelo de gestión institucional y de acceso abierto y que se espera una proyección académica que priorice problemáticas que integren a la perspectiva local la global.

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En el siguiente ensayo se reflexiona acerca del proceso educativo en el campo de la matemática en países latinoamericanos, puesto que los resultados de aprendizaje que se obtienen de las evaluaciones académicas realizadas demuestran que la matemática es un área de conocimiento que implica muchas complicaciones para ser aprehendida por los estudiantes, tal panorama es poco alentador e invita a realizar grandes esfuerzos para mejorarlo. En consecuencia, es necesario recapacitar acerca de cuál es el origen de todas estas dificultades que inciden en el aprendizaje de la matemática, la respuesta a esta incógnita es hallada en el escaso presupuesto que los estados designan para educación en el marco de una crisis económica en la que nada tienen que ver los actores del proceso educativo, y acarrean la consolidación de una sociedad con necesidades sociales y económicas insatisfechas por décadas, cuya descomposición es cada vez más visible y alarmante reflejado esto especialmente en la conformación de familias disfuncionales en los que menoscaba el mérito por la formación académica y en especial por el aprendizaje de las matemáticas.

The aim is to test the explanatory power of the zone of proximal development (PDZ) in university students using achievement tasks (identifying words stressed on the last syllable with spelling and prosodic accents) in two experimental situations: a) framework in the test instruction (test B) and b) double framework (test instruction in test C and working with a trained partner). Results of experimental situation 1 (n=34) found no significant differences between test B and test A (pretest), in both types of accents. In the experimental situation 2 (n=30) a hypothesis was tested, which expected a higher level of performance at the group work level (test C), than at the individual level without framework (test A). It is concluded that instruction in the test and working with a more trained partner, as framework, is better than using the framework only in instruction. [ABSTRACT FROM AUTHOR]

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Through the application of the Student Perceptions Scale, some of the ideas and opinions that students in the Initial Teacher Training process of a Traditional Public University have about the evaluation, its derivatives and implications were analyzed. Among the most significant findings, students perceive the process as frustrating, which causes them tension and is sometimes guided by unfair criteria. While they recognize the instruments are clear about what they ask and should be answered, for several of them the qualifications are not consistent with what has been learned, there are even those who see little value in the questions or evaluation materials. As a debate, these criticisms are not far from the evidence provided by recent research regarding the competencies of teachers, where evaluation is shown to be weak. In conclusion, the challenge is to relieve and give meaning to the evaluation in the vocational training processes, in such a way that the students perceive it as something positive for the pedagogical practice and in general as a useful tool to achieve improvements. [ABSTRACT FROM AUTHOR]

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This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test - EXANI I from the National Assessment Center for Education - CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of .0403; (iii) greater competence in the area of ​​verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total).

La presente investigación tiene origen en el estudio de la calidad educativa como componente imprescindible del derecho a la educación que posee toda persona humana y de la misión formadora que se le encarga a la institución universitaria. Por ello, se ha investigado la relación entre los resultados académicos de los estudiantes universitarios y la formación docente de su profesorado. Los factores abordados comprenden: sexo, edad, formación académica, experiencia profesional de los docentes y la percepción de los estudiantes sobre el desempeño de los mismos.

This article analyzes the tensions and challenges for academics posed by changes in the National System of Researchers policies, which have an impact on their decisions and influence their careers and practice with regard to their admission, continuance in, and rise in the system. Researchers face a clear contradiction between the diverse evaluation policies, the fulfillment of indicators that weigh quality against quantity of academic products; the choice between individual and team projects; the balance between the heterogeneity of criteria vis-à-vis other evaluation systems; and belonging to research groups and networks. The author's conclusions lean toward proposing alternatives for a more just evaluation that would allow for improvement in research and teaching activities and the decrease in the bureaucratic workload. [ABSTRACT FROM AUTHOR]

The Technological and Social Development Projects (PDTS) emerged as a response derived to the problem of academic evaluation in Argentina. Its emergence dates from the commissions convened by the then Ministry of Science, Technology and Productive Innovation in 2011 and 2012 that sought to review the evaluation parameters of the scientific task. The analysis that follows recovers over fifty interviews carried out with key actors of the process of the aforementioned scientific policy tool (officials, project managers, research teams, members of the PDTS Nacional Bank accrediting committees, members and coordinators of the special commissions of CONICET that evaluate requests for promotion and reports of researchers involved in PDTS) as well as a detailed documentary revision of forms of application, evaluation criteria documents, procceding and includes an updated bibliographical revision and analysis of scientific policies. In our analysis we highlight the awareness of officials about the importance of the evaluation criteria to address the problem of the lack of applied and technological research. The generation of instances of dialogue and articulation in a highly fragmented scientific system was another interesting effect of the process. [ABSTRACT FROM AUTHOR]

The article analyzes the signals received by social researchers in Mexico regarding the type of production expected from them in merit pay programs. The institutional public discourse embodied in official documents is contrasted with the description of the evaluation carried out by the evaluators themselves. The research is based in document analysis and semi-structured interviews to evaluators. The main conclusion of the study is that there is an asymmetry between the public discourse of the institutions and the behaviors that are rewarded in the evaluation practices themselves. While the political discourse promotes a model of researcher committed to knowledge transfer and mobilization activities , academic evaluation practices encourage a classic academic profile. These contradictions could be explained by the ability of scientists to influence the content of policies in pursuit of their own interests. On the other hand, from the point of view of policymakers, the weight that international publications have for university rankings could exempt scientists from giving another justification for the importance of their work.

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Documento extraído de memorias Congreso Iberoamericano de Facultades de Oodntología, Bogotá-Colombia. En honor a la persistente y excelente labor del Doctor Carlos Cortés Olivera, decano de la Facultad de Oodntología de la Universidad Nacional de Colombia, por tres periodos.

A avaliação do trabalho acadêmico não pode ser reduzida apenas a medidas. Menos ainda reduzida a medidas de alguns aspectos. Há, porém, uma extensa “naturalização” de procedimentos que não são orientados por todos os aspectos que constituem essa “avaliação”. Um dos aspectos dessa “naturalização” tem sido a lenta e sutil substituição do debate e da crítica aos trabalhos acadêmicos pela sua simples exibição, apresentação ou publicação com exames mais burocráticos do que acadêmicos. As “avaliações entre pares” são geralmente exigência ou procedimento feito com problemas ainda não suficientemente resolvidos. Eles incluem o anonimato do avaliador com muitos “desvios” de uma avaliação acadêmica para uma avaliação política, ideológica ou pessoal. O debate, dessa forma, fica facilmente distorcido e as preferências do examinador (teóricas, ideológicas, políticas etc.) tendem a predominar e até serem perigosamente eliminatórias de trabalhos inovadores ou de uma corrente de contribuições diferente ou não popular no meio científico.

O artigo discute a avaliação acadêmica no contexto caracterizado pelo produtivismo. Como introdução, analisa o episódio da lista dos improdutivos, ocorrido em 1988 na USP, procurando apontar algumas tendências do debate sobre avaliação à época. Em seguida, apresenta, em linhas gerais, ideias que constituem a ideologia produtivista e examina seus desdobramentos na construção de um sistema nacional de avaliação no Brasil. Por último, considera os efeitos desse sistema no trabalho acadêmico, tomando como referência o lugar das exigências de publicação no processo de avaliação.

El factor de impacto es uno de los índices cienciométricos más determinantes del futuro de lasrevistas biomédicas, los investigadores y los centros de investigación. A pesar de sus utilidadesno está exento de limitaciones. Los ensayos clínicos y meta-análisis en cardiología se publicancasi exclusivamente en revistas con un alto factor de impacto. En el Journal Citation Reportaparecen escasas revistas latinoamericanas. Existe una profunda brecha entre los resultados dela asistencia, la docencia y la investigación en la salud, según la producción científica, que generaesta esfera en Cuba. La discreta visibilidad de la producción científica cubana puede debersea varios factores, uno de ellos puede ser el actual reglamento para la obtención de gradoscientíficos. A pesar de los obstáculos, existen autores cubanos con publicaciones en revistas conun alto factor de impacto. La alfabetización informacional y la colaboración internacional sonmecanismos que deben explotarse mejor para mejorar la visibilidad de la producción científicade Cuba.

Descripción de la política educativa en México durante el periodo de 1989 a 2009 con el tema de la evaluación del rendimiento educativo. Se plantean acciones concretas de 1989 a 1992 que, sin embargo, no se inician hasta junio de 2006. Por tanto, proponemos una estrategia para revisar resultados a través del análisis de la práctica pedagógica en las escuelas particulares, por sus puntajes superiores a la media nacional.