scholarly journals Autoevaluación y evaluación por pares (iguales) como herramientas de aprendizaje y de evaluación de competencias en la asignatura de Bioestadística y Metodología Científica en Ciencias de la Salud del Grado de Enfermería de la Universidad de León = Self-assessment and peer evaluation (peers) as learning tools and skills assessment in the subject of Biostatistics and Scientific Methodology in Health Sciences of the Degree of Nursing at the University of León

2018 ◽  
Vol 2 ◽  
pp. 27
Author(s):  
T Fernández Villa ◽  
A. J. Molina ◽  
L. García ◽  
V. Dávila Batista ◽  
S. Gutiérrez Cosío ◽  
...  
Keyword(s):  
Evaluation Process ◽  
Competency Assessment ◽  
Teaching Methodology ◽  
Peer Evaluation ◽  
Learning Tools ◽  
Self Assessment ◽  
Evaluation Systems ◽  
Evidence Collection ◽  
The Subject ◽  
The University

<p>Resumen</p><p>La entrada en vigor del Espacio Europeo de Educación Superior (EEES) ha supuesto un gran cambio en la metodología docente y en los sistemas de evaluación, centrándose en el proceso de aprendizaje-enseñanza en la adquisición de competencias. La evaluación por competencias es un proceso de recogida de evidencias (a través de actividades de aprendizaje) y de formulación de valoraciones sobre la medida y la naturaleza del progreso del estudiante, según unos resultados de aprendizaje esperados. Esta metodología implica el diseño de instrumentos de evaluación que definan con rigor y claridad los indicadores de logro y dominio de las competencias evaluadas. Con ello se pretende incorporar la autoevaluación y la co-evaluación (evaluación por iguales) como herramientas continuas que guíen el aprendizaje y como herramientas para la valoración final del grado de adquisición de las competencias. Esto propiciará la participación activa del estudiante en su proceso de aprendizaje y evaluación y la mejora significativa de la comunicación de la evaluación por competencias al alumnado.</p><p>  Abstract</p><p>The entry into force of the European Higher Education Area (EHEA) has led to a great change in teaching methodology and in evaluation systems, focusing on the learning-teaching process in the acquisition of competences. The competency assessment is a process of evidence collection (through learning activities) and formulation of assessments of the extent and nature of student progress, according to expected learning outcomes. This methodology involves the design of evaluation instruments that define with rigor and clarity the indicators of achievement and mastery of the competences evaluated. The intention of this is to incorporate the self-assessment and co-evaluation (peer evaluation) as continuous tools that guide learning and as tools for the final assessment of the degree of acquisition of skills. It will foster the active participation of the student in their learning and evaluation process and the significant improvement of the communication of the assessment by competencies to the students.</p>

Design, Development and Implantation of Self-Assessment Tools in the Subject of Manufacturing Engineering in Engineering Degrees at the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 24-29 ◽  
Author(s):  
F.J. Trujillo ◽  
M.J. Martín ◽  
F. Martín ◽  
Lorenzo Sevilla
Keyword(s):  
Evaluation Methods ◽  
Assessment Tools ◽  
First Year ◽  
Design Development ◽  
Self Assessment ◽  
Final Exam ◽  
Weak Points ◽  
The Subject ◽  
Manufacturing Engineering ◽  
The University

At the presented work, the results obtained by the implementation of self-assessment tools in the subject of Manufacturing Engineering are analyzed. This is the first subject that has been taught by the Department of Manufacturing Engineering Processes at the University of Malaga in all new engineering degrees within the EHEA framework. First, weak points related to the criteria, tools and evaluation methods have been identified, which were detected during the first year teaching the subject. In order to improve the academic outcomes, new evaluation methods and additional assessment tools have been developed. For this purpose, ICT based tools have been used to support teaching. Finally, the academic results after its implantation have been compared with those previously obtained. As a result, an increase in the number of students who passed the exams together with an improvement in the average marks has been observed, as well as a reduction in the number of student skipping the final exam.

Landmarks in the Judicial Interpretation of Civil Rights in America

1990 ◽  
Vol 3 (2) ◽  
pp. 1-5
Author(s):  
Henry J. Abraham
Keyword(s):  
Civil Rights ◽  
Subject Matter ◽  
Teaching Methodology ◽  
Judicial Interpretation ◽  
Judicial Process ◽  
Background Material ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Looking Back

Approximately 65 applicants opted for acceptance in this seminar, from whom twenty were ultimately selected. All accepted. They came from seven colleges and thirteen universities, located in ten states; ranked from instructor through professor; ranged in age from 29 to 61; and included seventeen men and three women.Wisely, the objectives of the four seminars conducted under the program constituted both substantive inquiry and teaching methodology. Consequently, my approach to the examination of “landmarks in the judicial interpretation of civil rights in America” was designed to stress the communicative responsibilities of teaching as well as content matter. All too frequently, the latter suffers because of insufficient attention to the former. I did not utilize video aids in the seminar, but I provided sundry types of exhibits that have proved helpful in my now more than four decades of teaching at the university level.Although the thrust of the seminar's aims and context was self-evident, it seemed to me that to address the subject matter without an analysis of seminal components of the nature of the judicial process, in general, and the parameters of judicial power, in particular, would be both short-sighted and dysfunctional. Looking back to the seminar now, I am more persuaded than ever that that resolve was appropriate—for, perhaps quite naturally and understandably in view of the deeply felt components of the subject matter, pre-conceived personal, as well as professional commitments, were indubitably in evidence at the threshold. Consequently, the entire first day's attention to an examination of the lines and limits of the judicial role and the postures of individual jurists would serve as seminal background material for the gravamen of the seminar's remaining days.

STUDENTS’ PERCEPTION OF PEER EVALUATION IN ORAL PRESENTATION AT THE UNIVERSITY OF INDONESIA

2019 ◽  
Author(s):  
Herland Franley Manalu
Keyword(s):  
Oral Presentation ◽  
Peer Assessment ◽  
Evaluation Process ◽  
English For Academic Purposes ◽  
Peer Evaluation ◽  
Spss Software ◽  
Students Attitudes ◽  
Strongly Agree ◽  
The University ◽  
Oral Presentations

This study aims at examining students’ perception of peer evaluation in a group oral presentation by English for Academic Purposes (EAP) students at the University of Indonesia. Questionnaires were administered after the peer evaluation process to 65 students studying EAP taught at the University of Indonesia. The peer assessment was incorporated into the course to seek out whether and to what extent their speaking skills may enhance and to investigate students’ attitudes towards this form of evaluation in oral presentations. Data were obtained through a Likert scale questionnaire of peer evaluation. Data were analyzed using SPSS Software. The results specified a statistically significant result of the use of peer evaluation in oral presentation. The findings of the present study suggest that, when assessment criteria are definitely established, peer assessment empowers students to evaluate the performance of their peers in a manner comparable to those of the teachers. The responses from the questionnaires show that the evaluation and comments given by students were considered fair, useful and sufficient. Results also suggest that students strongly agree to the use of this methodology because comments and evaluations given are useful for making improvements. Nevertheless, the students preferred teachers to peers to evaluate their performance in the discussion and they wanted to get more instructive comments from the teachers. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess. The teacher’s possible roles in peer evaluation are presented at the conclusion of this study.

scholarly journals Analisis Metakognitif Melalui Media Pada Matakuliah Seni Rupa Mahasiswa Pendidikan Guru Sekolah Dasar

2020 ◽  
Vol 9 (1) ◽  
pp. 35-42
Author(s):  
Tri Linggo Wati
Keyword(s):  
Elementary School ◽  
School Teacher ◽  
Evaluation Process ◽  
Monitoring And Evaluation ◽  
Study Program ◽  
Study Programs ◽  
Elementary School Education ◽  
The Subject ◽  
Way Of Thinking ◽  
The University

This research is a descriptive study that aims to analyze the effective application of metacognitive through instructional media, the meticulous subjects used in this study are 3 students who have high, medium, low ability. What was done in the Elementary School Education Study Program of the University of Muhammadiyah Sidoarjo. The theory used is Slavin's metacognitive theory and the theory of the effectiveness of learning using Dunn's theory. Test the validity of the data using triangulation techniques, namely observation, documentation, and interviews. The results of the analysis obtained from this study were, subject A did metacognitive thinking and the existing media proved to be effective in helping metacognitive way of thinking, whereas in subject B the metacognitive way of thinking had been done only in the process of monitoring and evaluation was still lacking, the use of media on the object image said the subject helps in the process of his work. While the subject C metacognitive thought process has been carried out, only the evaluation process is still lacking, while the existing media helps in the process of metacognitive thinking. So it can be concluded that the media is very effective in helping the application of metacognitive thinking in producing two-dimensional works of art in students of elementary school teacher study programs at the University of Muhammadiyah Sidoarjo.

scholarly journals Evaluation of the Work-Integrated Learning Methodology: Teaching Marketing through Practitioner Experience in the Classroom

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2164
Author(s):  
Luis-Alberto Casado-Aranda ◽  
Juan Sánchez-Fernández ◽  
Francisco Javier Montoro-Ríos ◽  
María Isabel Arias Horcajadas
Keyword(s):  
Teaching Methodology ◽  
Integrated Learning ◽  
Professional Skills ◽  
University Marketing ◽  
Active Teaching ◽  
Traditional Lectures ◽  
The Subject ◽  
Work Integrated Learning ◽  
The University ◽  
College Instructor

The teaching methodology in university marketing subjects has traditionally been based on “lecture classes”, which have proved to be insufficient for providing students with professional skills that can be directly applied in the workplace. This research aims to reduce this gap between the university and business by applying the active teaching methodology of work-integrated learning (WIL), which consists of providing students with knowledge and experiences directly from professionals that are invited to the classroom. We evaluated the effects of the WIL methodology on university students in a marketing degree course through self-administered questionnaires. During a semester, perceived personal, academic, and professional outcomes were assessed in two groups of students of the same module, one of which participated in the WIL program (i.e., they received lectures by professional marketing experts who were invited to the classroom and explained, through real examples, the content of the subject being taught), and the other served as a control (i.e., they learned the content only through traditional lectures from the college instructor). The results revealed that the students who took part in the WIL program experienced increased motivation, enjoyment, and interest in the subject. Furthermore, they had an increased understanding and acquisition of the concepts, as well as a greater perceived ability to manage companies and a comprehension of the economic environment. These findings constitute an advance because they identify the benefits of applying WIL in knowledge fields where the acquisition of professional skills is crucial for graduates’ entry into the labor market.

scholarly journals Development of a Quiz – Implementation of a (Self-) Assessment Tool and its Integration in Moodle

2019 ◽  
Vol 14 (23) ◽  
pp. 141
Author(s):  
Jakob Schweighofer ◽  
Behnam Taraghi ◽  
Martin Ebner
Keyword(s):  
Assessment Tool ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Self Assessment ◽  
Mathematical Functions ◽  
Learning Success ◽  
University Of Technology ◽  
The University ◽  
Enhanced Learning ◽  
And Training

Technology Enhanced Learning has become more popular in recent times and many organizations and universities use it as a key instrument in various teaching and training scenarios. At the University of Technology of Graz, some courses require randomized quizzes where question variables can be assigned by arbitrary mathematical functions and this feature is missing in the current solutions. This article describes the development of a quiz application that can be integrated into Moodle by utilization of the Learning Tools Interoperability protocol (LTI). The PHP application is built to support programmable questions that can contain JavaScript and HTML code. Teachers are able to build interactive, randomized quizzes, in which the random variables can be assigned with complex mathematical functions. Furthermore, the application provides a programmable grading mechanism. With this mechanism, it is possible for students to self-assess their performance, as well as for teachers to formally assess their students' learning success automatically and send the results back to Moodle (or other LTI compatible consumer applications).

scholarly journals La certificación de competencias laborales en el programa de estudio de la carrera de Energías Renovables de la Universidad Tecnológica de Tijuana

2019 ◽  
pp. 11-19
Author(s):  
Argelia Teón-Vega ◽  
Silvia María Balderas-López ◽  
Bernardino Ricardo Eaton González ◽  
Lina Mariana Carpinteyro-Chávez
Keyword(s):  
Opportunity To Learn ◽  
Evaluation Process ◽  
Certification Program ◽  
Study Program ◽  
Electrical Grid ◽  
Pv Systems ◽  
School Subjects ◽  
The Subject ◽  
The University ◽  
Technological University

For the last four years, Tijuana´s Technological University (UTT) has planned a workforce competence certification program with students from the renewables energies study program. The main goal is to validate their abilities on photovoltaic (pv) systems connected to the electrical grid and to consolidated their technician formation. The purpose of this study is to analyse impact of the implementation of the workforce competence standard “EC0586.01 Instalación de sistemas fotovoltaicos en residencia, comercio e industria” (Photovoltaic systems’s installation in residence, commerce and industry) in educative program (EP) of the renewables energies career of the university. Methodology. The project was carried in four stages: 1) alignment of school subjects of EP; 2) certification process; 3) Results of the evaluation process and exchanges on the subject; 4) Analysis of the results reveals. Contribution. This investigation project was an opportunity to learn the relevance of the implementation of work competencies standard in the EP of UTT as in the case of work field of renewable energy career.

scholarly journals Teaching in the Subject “Systems Interconnection” at Extremadura University

2021 ◽  
pp. 1-22
Author(s):  
Juan Arias Masa ◽  
Rafael Martín Espada ◽  
Juan Arias Abelaria
Keyword(s):  
Evaluation Methodology ◽  
Teaching Methodology ◽  
The Subject ◽  
The University ◽  
Academic Results

This work describes the teaching that is used in the subject of "Systems Interconnection" that is taught in the Higher Telecommunications Engineering of the University of Extremadura. Each of the sections that make up the subject are detailed, both the competences that the students will have as soon as they pass the subject, as well as the theoretical and practical contents taught therein. In addition, a summary is made of the teaching methodology used, the learning results, and finally ends detailing the evaluation methodology  and above of all the academic results of the last courses, where an improvement in these results is observed, especially in the percentage of approved by reducing the sum of the percentages of unchanged and suspended.  

“How has Your City Changed?” Using Project-Based Learning to Teach Sociology of Education

2021 ◽  
pp. 001312452110045
Author(s):  
Jose I. Imaz
Keyword(s):  
Basque Country ◽  
Learning To Teach ◽  
Project Based Learning ◽  
Sociology Of Education ◽  
Social Education ◽  
Previous Knowledge ◽  
Educational Improvement ◽  
Evaluation Systems ◽  
The Subject ◽  
The University

During the 2012 to 2013, 2013 to 2014, and 2014 to 2015 academic years, 20% of course time within the subject Sociology of Education, in the Pedagogy, and Social Education undergraduate degrees run by the University of the Basque Country, was devoted to Project-Based Learning. The aim was to design, test, and evaluate an innovation and educational improvement experience oriented toward fostering the competences linked to the subject, using active, and participatory methodologies. The design of the exercise involved preparing the Teacher and Student Guides, outlining the context of the project and its objectives, drafting the statement or scenario and the justification and specifying related topics, expected work, previous knowledge required, activities planned, deliverables, resources to be used, evaluation systems and schedule, among others. The results, which were based on student notes and opinions, were positive: Project-Based Learning enables active student participation, fosters contact with reality, and results in significant learning for their professional future.

scholarly journals DESAFÍOS DE LA INVESTIGACIÓN HISTÓRICA PARA LA FORMACIÓN DE HISTORIADORES PROFESIONALES EN LA ESCUELA DE HISTORIA, DE LA UNIVERSIDAD DE COSTA RICA

2011 ◽  
Vol 1 (2) ◽  
pp. 46-66
Author(s):  
Ana María Botey-Sobrado ◽  
Silvia Elena Molina-Vargas ◽  
Juan José Marín-Hernández ◽  
Ronny José Vailes-Hurtado ◽  
Iliana María Araya-Ramírez
Keyword(s):  
Social Sciences ◽  
Cultural History ◽  
Environmental History ◽  
Economic History ◽  
Self Assessment ◽  
Pedagogical Approach ◽  
New Curriculum ◽  
History Of ◽  
The Subject ◽  
The University

HISTORICAL RESEARCH CHALLENGES FOR THE TRAINING OF PROFESSIONAL HISTORIANS IN THE SCHOOL OF HISTORY, UNIVERSITY OF COSTA RICAEl artículo reflexiona acerca del enfoque pedagógico del nuevo plan de estudio de Bachillerato y Licenciatura en Historia que convierte a la investigación en el eje articulador de la formación de los futuros profesionales en historia.  Para esto fue necesario la discusión del objeto de estudio de la historia como disciplina de las Ciencias Sociales y las tendencias disciplinares actuales: Historia Política o la Historia del Poder, Historia Económica, Historia Social y Cultural y la Historia Ambiental y Ecológica como un área emergente.  Las preguntas que orientaron la reflexión fueron ¿qué es la historia, para qué la enseñamos y cuál es la meta que pretendemos alcanzar en la formación de los y las futuros historiadores e historiadoras? La discusión del enfoque pedagógico en el nuevo plan de estudio apenas inicia  y las respuestas a estas preguntas conducen a la transformación en la enseñanza de la profesión histórica en la Universidad de Costa Rica.Palabras clave: Enfoque pedagógico, Historia, autoevaluación,  plan de estudio de Historia, investigación históricaAbstractThis article reflects the pedagogical approach of the new curriculum and Bachelor Degree in History that makes research in the backbone of the training of future professionals in history. For this was required the discussion of the subject matter of history as a discipline of Social Sciences and the current disciplinary trends: Political History or the History of Power, Economic History, Social and Cultural History and Environmental History and Ecology as an emerging area . The key question that oriented the reflection was “what history is? What we teach? And what is the goal we want to achieve in training and future historians and historians? The discussion of the pedagogical approach in the new curriculum has just begun and the answers to these questions lead to transformation in the teaching of the historical profession at the University of Costa Rica.Keywords: History pedagogical approach, self-assessment, curriculum history, history research

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