Percepción del impacto de la evaluación formativa en las competencias profesionales durante la formación inicial del profesorado
This study aims to assess the perception of the impact of innovative formative assessment experiences on competence development, and determine whether differences exist in competence development from one academic year to the next. A total of 40 university-level formative assessment experiences were...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uam.es:10486/697381 |
| Acceso en línea: | http://hdl.handle.net/10486/697381 https://dx.doi.org/10.24320/redie.2021.23.e07.2982 |
| Access Level: | acceso abierto |
| Palabra clave: | enseñanza superior evaluación formativa formación inicial Educación |
| Sumario: | This study aims to assess the perception of the impact of innovative formative assessment experiences on competence development, and determine whether differences exist in competence development from one academic year to the next. A total of 40 university-level formative assessment experiences were taken into account, and a pre-validated questionnaire including three competence scales was completed by students before and after the formative assessment experience. Only 10 of the 45 competences studied exhibited no significant differences between the initial and final evaluation and no significant differences were recorded in perceived competence development between one academic year and the next. |
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