Tutored Learning Projects and Formative Shared Assessment in Spanish University Teaching
The purpose of this study is to gather and compare the results of the implementation of a formative and shared evaluation system in the learning activity known as tutored learning projects (TLP) in one of the Initial Teacher Training subjects of a Spanish public university. In order to do this, we c...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/60222 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/60222 |
| Access Level: | acceso abierto |
| Palabra clave: | Tutored learning Initial teacher training Academic performance Early childhood education Formative assessment Proyecto de aprendizaje tutorado Formación inicial del profesorado Rendimiento académico Educación infantil Evaluación formativa |
| Sumario: | The purpose of this study is to gather and compare the results of the implementation of a formative and shared evaluation system in the learning activity known as tutored learning projects (TLP) in one of the Initial Teacher Training subjects of a Spanish public university. In order to do this, we carried out an ex post facto study with a sample of 38 students from the Early Childhood Education program and 52 students from the Early Childhood Education and Primary Education joint study program. Data collection was performed using an anonymous questionnaire validated with a Likert-type scale. The results were very positive: the students are quite satisfied with the experience; they consider it useful and helpful for developing professional skills. All the TLP groups managed to obtain a passing grade and both courses had an academic performance above 80%. |
|---|