<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000200118</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i21.718</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los exámenes cooperativos en la educación superior: un enfoque desde la perspectiva del estudiante]]></article-title>
<article-title xml:lang="en"><![CDATA[Cooperative Exams in Higher Education: An Approach from the Student's Perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[Exames cooperativos no ensino superior: uma abordagem da perspectiva do aluno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Noriega]]></surname>
<given-names><![CDATA[Alan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Samantha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Ramírez]]></surname>
<given-names><![CDATA[Yobani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez García]]></surname>
<given-names><![CDATA[José Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Ingeniería Mochis ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Tijuana Departamento de Sistemas y Computación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Ingeniería Mochis ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma Indígena de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000200118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los exámenes cooperativos impulsan al estudiante a trabajar en pequeños grupos y así, grupalmente, cumplir una meta. Con este tipo de exámenes, los alumnos reciben comentarios inmediatos de sus compañeros mientras contestan el examen. Esta investigación determinó el impacto y la aceptación de los exámenes cooperativos (dos integrantes) desde la perspectiva de estudiantes de ingeniería de Software de la Universidad Autónoma de Sinaloa. La muestra para el experimento se conformó de seis grupos en etapa terminal de dicha carrera profesional. El experimento consistió en resolver exámenes cooperativos a lo largo del semestre. Para recopilar información, una vez finalizado el semestre, los estudiantes contestaron un instrumento previamente diseñado. Los resultados indican una aceptación de los exámenes cooperativos. Además, según los participantes, estos exámenes brindan retroalimentación y reducen el estrés que provoca el ser evaluados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Cooperative exams allow the student to work in small groups and thus, as a group, meet a goal. With these types of exams, students receive immediate feedback from their peers while they answer the exam. This research determined the impact and acceptance of cooperative exams (two members) from the perspective of Software Engineering students from the Universidad Autónoma de Sinaloa. The sample for the experiment was six groups in the terminal stage of said professional career. The experiment consisted of solving cooperative test throughout the semester. To gather information, an instrument was designed and applied with students at the end of the semester. Results indicate an acceptance of the cooperative exams. Besides, according to students, these exams provide feedback and reduce the stress of being evaluated.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os exames cooperativos incentivam o aluno a trabalhar em pequenos grupos e, assim, como um grupo, atingir um objetivo. Com esses tipos de exames, os alunos recebem feedback imediato de seus colegas à medida que respondem ao exame. Esta pesquisa determinou o impacto e a aceitação dos exames cooperativos (dois membros) da perspectiva dos alunos de engenharia de software da Universidade Autônoma de Sinaloa. A amostra do experimento foi composta por seis grupos em estágio terminal da referida carreira profissional. O experimento consistiu na resolução de exames cooperativos ao longo do semestre. Para a coleta de informações, após o término do semestre, os alunos responderam a um instrumento previamente elaborado. Os resultados indicam uma aceitação dos exames cooperativos. Além disso, de acordo com os participantes, esses testes fornecem feedback e reduzem o estresse de ser testado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[examen cooperativo]]></kwd>
<kwd lng="es"><![CDATA[trabajo en equipo]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[cooperative exam]]></kwd>
<kwd lng="en"><![CDATA[teamwork]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[exame cooperativo]]></kwd>
<kwd lng="pt"><![CDATA[trabalho em equipe]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alarcón]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Sepúlveda]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Madrid]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qué es y qué no es aprendizaje cooperativo]]></article-title>
<source><![CDATA[Ensayos: Revista de la Facultad de Educación de Albacete]]></source>
<year>2018</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>205-20</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amores]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[El aprendizaje cooperativo a examen: Resultados de una experiencia longitudinal]]></source>
<year>2016</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Castilla-La Mancha]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cantwell]]></surname>
<given-names><![CDATA[E. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Sousou]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Jadotte]]></surname>
<given-names><![CDATA[Y. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Pierce]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Akioyamen]]></surname>
<given-names><![CDATA[L. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Protocol: Collaborative Testing for Improving Student Learning Outcomes and Test&#8208;Taking Performance in Higher Education: A Systematic Review]]></article-title>
<source><![CDATA[Campbell Systematic Reviews]]></source>
<year>2017</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-18</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Centrella]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaborative testing as posttest review]]></article-title>
<source><![CDATA[Nursing Education Perspectives]]></source>
<year>2012</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>340-1</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategias docentes para un aprendizaje significativo: Una interpretación constructivista]]></source>
<year>2010</year>
<edition>3</edition>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gilley]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarkston]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Research and Teaching: Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students]]></article-title>
<source><![CDATA[Journal of College Science Teaching]]></source>
<year>2014</year>
<volume>43</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>83-91</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la investigación]]></source>
<year>2014</year>
<edition>6</edition>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Assessing Students in Groups: Promoting Group Responsibility and Individual Accountability]]></source>
<year>2004</year>
<publisher-loc><![CDATA[United States ]]></publisher-loc>
<publisher-name><![CDATA[Corwin Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aprendizaje cooperativo: un modelo de intervención para los programas de tutoría escolar en el nivel superior]]></article-title>
<source><![CDATA[Revista de la Educación Superior]]></source>
<year>2005</year>
<volume>34</volume>
<numero>133</numero>
<issue>133</issue>
<page-range>87-104</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leight]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Saunders]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Calkins]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Withers]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaborative testing improves performance but not content retention in a large-enrollment introductory biology class]]></article-title>
<source><![CDATA[CBE- Life Sciences Education]]></source>
<year>2012</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>392-401</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mahoney]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of collaborative testing on higher order thinking: Do the bright get brighter?]]></article-title>
<source><![CDATA[Active Learning in Higher Education]]></source>
<year>2019</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-37</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los métodos mixtos en la investigación en educación: Hacia un uso reflexivo]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2017</year>
<volume>47</volume>
<numero>164</numero>
<issue>164</issue>
<page-range>632-49</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pressman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Software Engineering: A Practitioner&#8217;s Approach]]></source>
<year>2010</year>
<edition>7</edition>
<publisher-loc><![CDATA[New York, United States ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Revelo]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Collazos]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review programming]]></article-title>
<source><![CDATA[TecnoLógicas]]></source>
<year>2018</year>
<volume>21</volume>
<numero>41</numero>
<issue>41</issue>
<page-range>115-34</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thorndike]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Applied Psychometrics]]></source>
<year>1982</year>
<publisher-name><![CDATA[Houghton Mifflin College Division]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
