Fostering students' learning process through student-generated assessment tools
Teachers have always had the task to evaluate students' learning process and the performance of their assignment or final product. The use of evaluation instruments, in the case of this dissertation study an analytic rubric, not only serves to give a score but also to give feedback to students...
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| Format: | master thesis |
| Publication Date: | 2019 |
| Country: | España |
| Institution: | Universitat Autònoma de Barcelona |
| Repository: | Dipòsit Digital de Documents de la UAB |
| Language: | English |
| OAI Identifier: | oai:ddd.uab.cat:211094 |
| Online Access: | https://ddd.uab.cat/record/211094 |
| Access Level: | Open access |
| Keyword: | Metacognició -- Educació secundària obligatòria Avaluació educativa -- Catalunya Aprenentatge actiu -- Avaluació Estudiants d'educació secundària obligatòria -- Avaluació Indicadors educatius Educació secundària obligatòria Psicologia de l'aprenentatge Ensenyament -- Mètodes actius Psicologia |
| Summary: | Teachers have always had the task to evaluate students' learning process and the performance of their assignment or final product. The use of evaluation instruments, in the case of this dissertation study an analytic rubric, not only serves to give a score but also to give feedback to students and a chance for them to improve. Thus, these evaluation tools are implemented for both formative and summative assessment and are as advantageous for teachers as for students. This study explores the creation and implementation of evaluation tools for self and group assessments in an EFL (English as a foreign language) class in a Catalan secondary school. The purpose of this study is to enhance students' learning process and outcomes by generating self-assessment and group-assessment tools, so that students are more on task and know what is expected from them; what to do, what to achieve and how to behave. The final tasks of two class groups (experimental and control group) were examined. The results revealed that the experimental group, in which the students generated the formative instruments, became more self-reliant and achieved a better outcome since they were more aware of all the criteria of the final product. These claims are supported by the data of this study. |
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