e-avaluació 360º: un procés col•laboratiu en xarxa. guitert, romeu y romero
TRANSCRIPT
e-Assesment 360º:
an online collaborative process
Montse Guitert, Teresa Romeu, Marc Romero
Digital Literacy Area
13/11/2014
Framework: e-Assessment in ICT
competencies subject
2
Students are introduced in the acquisition of the competencies:
• Use an application of ICT in academic and professional contexts
• Online teamwork
Project based methodology (Railsback, 2002), with a continuous
monitoring of the learning process to foster the gradual acquisition of the
competences.
Process Assessment Final Outcome
Assessment
Based on each phase’s outcomes and
Process monitoring
Based on the
subject’s final
outcome
Starting
Structuring
Development
Closing and dissemination COLLABORATIVE
DIGITAL PROJECT
CONTINUOUS E-ASSESSMENT
Framework: e-Assessment in ICT
competences subject
3
Process Assessment Final Outcome Assessment
Network process Spiral process
Starting Structuring
Development
Closing and dissemination
Tractar i
elaborar
4
Individual and collaborative learning
processes
Teacher as an orientator of
the learning process
Student’s active role
As an individual As a part of a team
(Romeu, 2014)
e-Assessment 360º
Based on Communication 360º
(Curcoll, 2014)
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Types of e-Assessment in the 360º paradigm
Teacher: Process and result’s assessment
Application of assessment criteria shown in learning
activities using assessment indicators.
During the process’ assessment , student’s self-
assessment has an important role.
Result assessment based on the analysis of each
phase outcome of the digital project.
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Assessment criteria and indicators
Teacher: Process and result’s assessment
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Individual and teamwork Feedback
Teacher: process and result’s assessment
Student: e-Assessment
Student
Process assessment:
Self-assessment
Peer-assessment
Reflection about the teamwork at the final of each phase
Result assessment
Dialectic assessment based on the analysis of the projects of
other teamwork
Student’s process assessment
Self-assessment
Peer assessment
Self-teamwork reflection
Student’s results assessment
Dialectic Peer- assessment
Conclusions
Students’ participation in his/her learning process, allows him/her to be
aware of the acquisition of the subject’s competences through self-
reflection activities.
E-assessment personalization promoted by the consideration of both
perspectives (individual and as a part of team): each student of the same
team can obtain different grades according the quality of their individual
work in the team framework.
In the virtual classroom the e-assessment process can be a network
assessment process
Conclusions
The consideration of different perspectives and actors becomes a
validation of the e-assessment process itself (gathering evidences of the
process in all of its stages).
e-assessment
teacher
students process
results
collaborative
virtual space Virtual classroom
individual
A part of team
Conclusions
On the virtual environments: evidences and multichannel are used.
The 360º vision contribution to the e-assessment process consists in the
collaborative dimension in which student has an important role. In order to
assure the authenticity of this collaboration some attitudes are necessary
(persistence on participation, periodicity of communication, transparency,
engagement...)
The 360º e-assessment proposal can be transferred in different learning
activities and contexts.
Àrea de Capacitació Digital
En Clau de TIC
Montse Guitert [email protected]
Teresa Romeu [email protected]
Marc Romeu [email protected]
http://edulab.uoc.edu/