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- W3167936023 abstract "espanolGeneralmente se asocia la evaluacion a la calificacion que un alumno obtiene. Sin embargo, la evaluacion va mucho mas alla y solo es real si los alumnos adquieren un aprendizaje. Esto se puede conseguir con una retroalimentacion (evaluacion formativa). En el curso 2010-2011 creamos un espacio en “moodle” para que los alumnos pudieran participar de forma activa en la resolucion de actividades y en el analisis de casos para la asignatura “La escuela como espacio educativo” del Grado de Primaria de la Facultad de Educacion (Universidad de Zaragoza). Este espacio permite que los alumnos adquieran un aprendizaje complementario a partir de su autorregulacion y de la retroalimentacion que obtienen. Es importante considerar, ademas, los estilos docentes y las estrategias de aprendizaje. Para realizar la evaluacion de esta asignatura los alumnos elaboraron un e-portfolio, “colgandolo” en “moodle” para que el resto de alumnos observaran el trabajo que otros companeros habian realizado, aumentando asi su nivel de exigencia individual. El aspecto clave era que las actividades que les planteabamos fueran reales, relevantes y adecuadas a su contexto. La autenticidad de las mismas quedaba reflejada en los casos planteados. Tras esta experiencia podemos afirmar que el desarrollo de los procesos de ensenanzaaprendizaje y su posterior evaluacion puede enriquecerse altamente si se introducen en el aula instrumentos adecuados que favorezcan una activa participacion del alumno y una retroalimentacion de su aprendizaje. La autenticidad de las tareas a desarrollar adquirio especial relevancia ya que se detecto un nivel de implicacion y de aprendizaje mucho mayor en aquellos casos en que las tareas eran reales y proximas a sus inquietudes profesionales. Se trata de ligar la ensenanza a la profesion de maestro de forma innovadora para que la adquisicion de contenidos implique un aprendizaje real. EnglishAssessment is generally associated to the score a student gets. However, assessment goes beyond that and is only real if students acquire learning. This can be achieved with a feedback (formative evaluation). In the 2010-2011 academic year we created a in moodle for students to participate actively in solving activities and case analysis for the subject school as an educative space in the Grade of Primary Education in the Faculty of Education (University of Zaragoza). This allows students to acquire a complementary learning from self-regulation and the feedback they get. It is also important to consider teaching styles and learning strategies. To perform the evaluation of this course, students developed an e-portfolio, uploading it in moodle so the rest of students could observe the work other students had made, thus increasing their individual requirement level. The key issue was the realness, relevancy and appropriateness of the activities we raised. Its authenticity was reflected in the cases raised. After this experience we can state that the development of the teaching-learning processes and its assessment can be highly enhanced by the introduction of appropriate tools in the classroom to encourage active student participation and a feedback of their learning. The authenticity of the tasks to be developed acquired special relevance as a higher level of involvement and learning was detected when the tasks were real and close to their professional fields. We have to link education to the teaching profession in an innovative way so that the acquisition of contents involves a real learning." @default.
- W3167936023 created "2021-06-22" @default.
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- W3167936023 date "2011-01-01" @default.
- W3167936023 modified "2023-09-26" @default.
- W3167936023 title "The protagonists of the learning by assessing process in the European Higher Education Area: the students" @default.
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