Formative assessment at university through digital technology tools

• Cosi, Alexandra ^[1] ; Voltas, Núria ^[1] ; Lázaro-Cantabrana, José Luís ^[1] ; Morales, Paula ^[1] ; Calvo, Mireia ^[1] ; Molina, Silvia ^[1] ; Ángles Quiroga, María ^[2]
  1. [1] Universitat Rovira i Virgili

     Universitat Rovira i Virgili

     Tarragona, España

     
  2. [2] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Profesorado: Revista de curriculum y formación del profesorado, ISSN 1138-414X, ISSN-e 1989-6395, Vol. 24, Nº 1, 2020 (Ejemplar dedicado a: Miscelánea), págs. 164-183
• Idioma: inglés
• Títulos paralelos:
  • Evaluación formativa en la universidad a través de herramientas tecnológicas digitales
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• Dialnet Métricas: 16 Citas
• Resumen
  • español

    La evaluación en sus diversas formas es un elemento clave en cualquier proceso de enseñanza. Esta investigación se centra en cómo se puede utilizar la evaluación formativa para mejorar el proceso de enseñanza-aprendizaje y proporcionar a los estudiantes comentarios sobre su progreso en lugar de solo calificaciones. El objetivo principal es analizar cómo los procesos de autoevaluación formativa individual, a través de la aplicación Socrative (SA) y los cuestionarios Moodle (MQ), afectan al proceso de enseñanza-aprendizaje y si mejoran el rendimiento y la satisfacción de los alumnos. Se ha utilizado una metodología cuantitativa mediante un estudio de caso. La muestra estudiada está formada por 374 estudiantes (315 mujeres) del segundo año del grado de educación. De estos, 245 formaron parte de un grupo de control que no participó en ninguna autoevaluación y 129 formaron parte del grupo experimental. Los resultados muestran que el uso de herramientas de autoevaluación durante el proceso de enseñanza mejoró el rendimiento académico en aproximadamente un punto de cada diez y generó un buen nivel de satisfacción entre los estudiantes y los maestros. En general, no se encontraron diferencias significativas entre MQ y SA en relación al nivel de satisfacción y al rendimiento. Los resultados también indican que el uso de una herramienta de autoevaluación, por sí solo, no es suficiente para lograr un cambio en la forma en que los estudiantes aprenden. Por lo tanto, se deben investigar otros factores para conocer mejor lasvariables involucradas en el proceso de aprendizaje del estudiante.

  • English

     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. 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 that did not participate in any self-assessment, and 129 were part of the experimental group. 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 level and performance. The results also indicate that the use of a self-assessment tool by itself is not sufficient 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.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. 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 that did not participate in any self-assessment, and 129 were part of the experimental group. 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 level and performance. The results also indicate that the use of a self-assessment tool by itself is not sufficient 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.