Articles producció científica> Pedagogia

Formative Assessment at University Using Digital Technology Tools

  • Identification data

    Identifier: imarina:6184558
    Authors:
    Cosi, SandraVoltas, NuriaLuis Lazaro-Cantabrana, JoseMorales, PaulaCalvo, MireiaMolina, SilviaQuiroga, M. Angeles
    Abstract:
    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.
  • Others:

    Author, as appears in the article.: Cosi, Sandra; Voltas, Nuria; Luis Lazaro-Cantabrana, Jose; Morales, Paula; Calvo, Mireia; Molina, Silvia; Quiroga, M. Angeles;
    Department: Pedagogia
    URV's Author/s: COSI MUÑOZ, ALEXANDRA / Lázaro Cantabrana, José Luis / Molina Roldan, Silvia / Morales Hidalgo, Paula / Voltas Moreso, Núria
    Keywords: 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
    Abstract: 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.
    Thematic Areas: 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
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1138-414X
    Author's mail: paula.morales@urv.cat nuria.voltas@urv.cat silvia.molina@urv.cat joseluis.lazaro@urv.cat
    Author identifier: 0000-0001-8855-0282 0000-0002-9736-0381 0000-0001-9689-603X
    Record's date: 2024-07-27
    Journal volume: 24
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: https://revistaseug.ugr.es/index.php/profesorado/article/view/9314
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Papper original source: Profesorado. 24 (1): 164-183
    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
    Article's DOI: https://doi.org/10.30827/profesorado.v24i1.9314
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2020
    Publication Type: Journal Publications
  • Keywords:

    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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