Articles producció científica> Pedagogia

Formative Assessment at University Using Digital Technology Tools

  • Dades identificatives

    Identificador: imarina:6184558
    Autors:
    Cosi, SandraVoltas, NuriaLuis Lazaro-Cantabrana, JoseMorales, PaulaCalvo, MireiaMolina, SilviaQuiroga, M. Angeles
    Resum:
    Assessment in its various forms is a key element in any teaching process. This research focuses on how formative assessment can be used to improve the teaching-learning process and provide students with feedback about their progress rather than just grades. The main aim is to analyze how individual formative self-assessment processes - via the Socrative application (SA) and Moodle questionnaires (MQ) - affect the teaching-learning process and whether they improve student performance and satisfaction. A quantitative methodology (a case study) was used. The sample studied consisted of 374 students (315 women and 59 men) from the second year of the Teaching degree. Of these, 245 were part of a control group who did not participate in any self-assessment, and 129 were part of the experimental group (SA: 77 students and MQ: 52 students). Results show that the use of self-assessment tools during the teaching process improved the academic performance by around one point out of ten and generated a good level of satisfaction among students and teachers. Overall, no significant differences were found between MQ and SA in relation to satisfaction and performance. The results also indicate that the use of a self-assessment tool by itself is not enough to bring about a change in the way students learn. Thus, other factors should be investigated for greater insight into the variables involved in the student learning process.
  • Altres:

    Autor segons l'article: Cosi, Sandra; Voltas, Nuria; Luis Lazaro-Cantabrana, Jose; Morales, Paula; Calvo, Mireia; Molina, Silvia; Quiroga, M. Angeles;
    Departament: Pedagogia
    Autor/s de la URV: COSI MUÑOZ, ALEXANDRA / Lázaro Cantabrana, José Luis / Molina Roldan, Silvia / Morales Hidalgo, Paula / Voltas Moreso, Núria
    Paraules clau: Tecnologías de la información y de la comunicación (tic) Teaching methods Shared assessment Self-evaluation Self-assessment Performance Mobile learning Learning strategy Higher-education Formative evaluation Feedback Engagement Educational technology Dialogue Autoevaluacion
    Resum: Assessment in its various forms is a key element in any teaching process. This research focuses on how formative assessment can be used to improve the teaching-learning process and provide students with feedback about their progress rather than just grades. The main aim is to analyze how individual formative self-assessment processes - via the Socrative application (SA) and Moodle questionnaires (MQ) - affect the teaching-learning process and whether they improve student performance and satisfaction. A quantitative methodology (a case study) was used. The sample studied consisted of 374 students (315 women and 59 men) from the second year of the Teaching degree. Of these, 245 were part of a control group who did not participate in any self-assessment, and 129 were part of the experimental group (SA: 77 students and MQ: 52 students). Results show that the use of self-assessment tools during the teaching process improved the academic performance by around one point out of ten and generated a good level of satisfaction among students and teachers. Overall, no significant differences were found between MQ and SA in relation to satisfaction and performance. The results also indicate that the use of a self-assessment tool by itself is not enough to bring about a change in the way students learn. Thus, other factors should be investigated for greater insight into the variables involved in the student learning process.
    Àrees temàtiques: Revistas de ciencias de la educación Psicología Interdisciplinary research in the social sciences Interdisciplinar Engenharias iii Engenharias i Education & educational research Education Educación Educació Educação Ciencias sociales Ciencias de la educación Antropologia / arqueologia
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1138-414X
    Adreça de correu electrònic de l'autor: paula.morales@urv.cat nuria.voltas@urv.cat silvia.molina@urv.cat joseluis.lazaro@urv.cat
    Identificador de l'autor: 0000-0001-8855-0282 0000-0002-9736-0381 0000-0001-9689-603X
    Data d'alta del registre: 2024-07-27
    Volum de revista: 24
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://revistaseug.ugr.es/index.php/profesorado/article/view/9314
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Profesorado. 24 (1): 164-183
    Referència de l'ítem segons les normes APA: Cosi, Sandra; Voltas, Nuria; Luis Lazaro-Cantabrana, Jose; Morales, Paula; Calvo, Mireia; Molina, Silvia; Quiroga, M. Angeles; (2020). Formative Assessment at University Using Digital Technology Tools. Profesorado, 24(1), 164-183. DOI: https://doi.org/10.30827/profesorado.v24i1.9314
    DOI de l'article: https://doi.org/10.30827/profesorado.v24i1.9314
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2020
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education,Education & Educational Research
    Tecnologías de la información y de la comunicación (tic)
    Teaching methods
    Shared assessment
    Self-evaluation
    Self-assessment
    Performance
    Mobile learning
    Learning strategy
    Higher-education
    Formative evaluation
    Feedback
    Engagement
    Educational technology
    Dialogue
    Autoevaluacion
    Revistas de ciencias de la educación
    Psicología
    Interdisciplinary research in the social sciences
    Interdisciplinar
    Engenharias iii
    Engenharias i
    Education & educational research
    Education
    Educación
    Educació
    Educação
    Ciencias sociales
    Ciencias de la educación
    Antropologia / arqueologia
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