Autor según el artículo: Cosi, Sandra; Voltas, Nuria; Luis Lazaro-Cantabrana, Jose; Morales, Paula; Calvo, Mireia; Molina, Silvia; Quiroga, M. Angeles;

Departamento: Pedagogia

Autor/es de la URV: COSI MUÑOZ, ALEXANDRA / Lázaro Cantabrana, José Luis / Molina Roldan, Silvia / Morales Hidalgo, Paula / Voltas Moreso, Núria

Palabras clave: 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

Resumen: 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.

Áreas temáticas: 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

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

ISSN: 1138-414X

Direcció de correo del autor: paula.morales@urv.cat nuria.voltas@urv.cat joseluis.lazaro@urv.cat silvia.molina@urv.cat

Identificador del autor: 0000-0001-8855-0282 0000-0001-9689-603X 0000-0002-9736-0381

Fecha de alta del registro: 2023-02-22

Volumen de revista: 24

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://revistaseug.ugr.es/index.php/profesorado/article/view/9314

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Profesorado. 24 (1): 164-183

Referencia 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 del artículo: 10.30827/profesorado.v24i1.9314

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2020

Tipo de publicación: Journal Publications