¿Es posible promover una evaluación formativa en una asignatura de prácticum en un entorno virtual? El diálogo entre el uso de la rúbrica y el feedback formativo
[EN] The focus of this work is the analysis of the assessment learning strategy of a Practicum subject in an online environment. The combination of the rubric and feedback should ensure that the assessment fulfills its formative function. However, there is little evidence to know how students and te...
| Autores: | , , |
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| Formato: | capítulo de livro |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/190330 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/190330 |
| Access Level: | acceso abierto |
| Palavra-chave: | Rubric Feedback Formative evaluation Practices E-learning Psychopedagogy Rúbrica Evaluación formativa Prácticas Psicopedagogía |
| Resumo: | [EN] The focus of this work is the analysis of the assessment learning strategy of a Practicum subject in an online environment. The combination of the rubric and feedback should ensure that the assessment fulfills its formative function. However, there is little evidence to know how students and teachers perceive this assessment strategy and if it is perceived as really formative. To gather this perception and be able to implement improvements on online assessment practices, questionnaires were designed for teachers (N=7) and students (N=35) that were administered in January 2022. The results show that students positively value having the rubric at the beginning of the tasks. In addition, the rubric allows the assessment and requirement criteria to be shared among the entire teaching team. In relation to feedback, students positively value being able to receive feedback continuously. However, they ascertain they would also like to receive feedback for improving their tasks and move forward. The conclusions of the study point to interesting aspects of innovation in accordance with a type of assessment understood as learning, but improvements are also apparent in both feedback practices and the use of the rubric. |
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