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Objective: This study aims to determine the most effective application of assessment in improving metacognitive skills in the learning process. Method: The method used is a literature review. A literature review is defined as an investigation of scientific articles, books, and other sources related to a particular problem, field of research, or theory to provide an overview, summary, and evaluation of scientific work. This research method uses several steps, including (1) topic identification about Assessment as Learning and metacognitive skill; (2) search and select appropriate articles by Scopus and Google Scholar; (3) analyze and synthesize literature; and (4) text organization. Results: Assessment as learning can be applied using self-assessment, peer assessment, making portfolios and rubrics, as well as group discussions and the teacher. This approach can also be designed online or offline. Self-assessment and peer assessment are more effective in improving metacognitive skills in learning. Novelty: This study can provide an overview assessment design by actively involving learners to improve metacognitive skills, which can help realize the achievement of learning objectives.

The aim of this research is to review systematically the existing literature on the use of self-assessment and peer-assessment processes in training contexts of Physical Education: Primary Education, Secondary Education and Teacher Education. In April 2020, a review of the literature was carried out in different databases (WOS, SCOPUS, Sportdiscus and ERIC) until 2020. After applying the exclusion criteria, 11 articles were included in the systematic review. The following elements were analyzed: (a) author and year; (b) aim; (c) educational level; (d) form of participation; (e) training; (f) methodology; (g) instruments; (h) participants; and (i) results. The results of this research show that the studies focus mainly on the university level, mainly using peer-assessment, only 3 of the studies mention training prior to performing these procedures, quantitative research predominates, there are a variety of instruments, the number of participants is highly variable, and the results show that the application self-assessment and peer-assessment processes that there is quite a coincidence between the assessment in real time and after the video viewing, that with greater age, greater precision in the assessment, and positive effects on learning, the cognitive and social spheres., El objetivo de esta investigación es revisar sistemáticamente la evidencia existente sobre la utilización de procesos de auto-evaluación y co-evaluación en contextos formativos de Educación Física. En abril del 2020 se realizó una revisión de la literatura en cuatro bases de datos (WOS, SCOPUS, Sportdiscus y ERIC) hasta 2020. Se obtuvieron 365 resultados. Tras la aplicación de los criterios de selección, 11 artículos fueron incluidos en la revisión sistemática. Se analizaron: (a) autor/a y año; (b) objetivo; (c) nivel educativo; (d) forma de participación; (e) formación; (f) metodología; (g) instrumentos; (h) participantes; y (i) resultados. Los resultados de esta investigación muestran que los estudios se centran de forma mayoritaria en el nivel universitario, utilizan principalmente la co-evaluación, únicamente 3 de los estudios mencionan formación previa a la realización de estos procedimientos, predomina la investigación cuantitativa, se utilizan diversidad de instrumentos, el número de participantes es muy variable, y los resultados muestran que la aplicación de procesos de auto-evaluación y co-evaluación que hay bastante coincidencia entre la evaluación en tiempo real y tras el visionado en vídeo, que a mayor edad mayor precisión en la evaluación, y efectos positivos sobre el aprendizaje, el ámbito cognitivo y el social.

[EN] In the first years of university degrees, there are subjects that students perceive as the least related to the degree they are studying. Some students, faced with this situation, show a lack of motivation in these subjects, dedicating more time and dedication to subjects that they consider more related to their degree. This causes a decrease in students performance in these subjects even when they have sufficient capacities to take these subjects profitably. In addition, it is observed in these subjects that students are not truly aware of their level of knowledge of the subject, usually overestimating it. In this communication, the case of a subject that is in such a situation is analyzed, a procedure is proposed trying to solve this problem and it is applied in one of the theory groups of said subject. This procedure includes self and peer assessment by the students. The results obtained show the effectiveness of the proposed procedure., [ES] En los primeros cursos de los grados universitarios se encuentran las asignaturas que los alumnos perciben como las menos relacionadas con el grado que estudian. Algunos alumnos, ante esta situación, muestran una falta de motivación en esas asignaturas dedicando más tiempo y dedicación a asignaturas que ellos consideran más afines a su grado. Esto provoca una disminución en el rendimiento de los alumnos en estas asignaturas aun cuando tienen capacidades suficientes para cursar de manera provechosa dichas asignaturas. Además, se observa en estas asignaturas que los alumnos no son verdadermante conscientes de su nivel de conocimiento de la asignatura, normalmente sobreestimándolo. En esta comunicación, se analiza el caso de una asignatura que se encuentra en tal situación, se propone un procedimiento para tratar de solucionar este problema y se aplica en uno de los grupos de teoría de dicha asignatura. Este procedimiento incluye autoevaluación por parte de los alumnos y evaluación por pares. Los resultados obtenidos muestran la efectividad del procedimiento propuesto.

This goal of this paper is to enhance VE practitioners’ language assessment literacy. To do so, it begins with an overview of assessment practices commonly used in VE for evaluating the complex and multifaceted nature of language competence. These include the following: (1) approaches that evaluate change in learners’ language use over time, (2) approaches that employ pre- and posttest to evaluate learning outcomes, and (3) approaches that rely on student self-report or self-documentation of learning. Based on this overview, we then look to the field of language assessment for guidelines on the selection and use of classroom-based and standardized assessment tools and practices. Using an existing VE practice scenario, the authors provide an example of language assessment selection and development.

Syftet med utvecklingsarbetet är att öka kunskapen om tidpunktens betydelse för kamratresponsens lärandeeffekter i samband med tekniklaborationer, samt undersöka vilka utmärkande mönster och responsformuleringar som är representativ för den undersökta elevgruppen. Grundskolelever i årskurs 7, nya till kamratrespons, har genomfört kamratrespons på ett grupparbete i ämnet teknik. För att utvärdera tidpunktens betydelse har hälften av eleverna genomfört kamratresponsen under grupparbetet, med möjlighet att dra nytta av återkopplingen under utvecklingen av arbetet. Den andra hälften genomförde kamratresponsen efter avslutat grupparbete, utan möjlighet att revidera sitt arbete. Utvärderingen har baserats på elevernas syn på kamratrespons och dess lärandeeffekter. För detta ändamål har en kvantitativ metod baserad på enkäter använts, i kombination med textanalys och klassrumsobservationer. Resultatet från analysen visar på att tidpunkten för kamratrespons har betydelse. Flertalet av eleverna, 70%, föredrog att genomföra kamratresponsen under grupparbetet. En klar majoritet av eleverna identifierade värdefull återkoppling, vilken de önskade dra lärdom av och nyttja i sin vidareutveckling av sitt grupparbete. Kamratresponsen från denna studie, baserad på ett öppet kollaborativt grupparbete i teknik, hade effekten att den i några fall kunde korrigera felaktiga hypoteser på elevernas arbeten., The purpose of this thesis has been to increase the knowledge of the timing impact of peer-assessment in relation to effective learning, and in addition analyse the themes and responses from the assessed students. Compulsory school students in grade 7, new to peer-assessment, have conducted peer-assessment on a group work in technology. To evaluate the timing impact half of the students have conducted the peer-assessment during the group work, with the opportunity to take advantage of the feedback during the development of their work. The other half conducted the peer-assessment after the completion of the group work, without the possibility to alter their work. The evaluation has been based on the students’ view. For this purpose, a quantitative method based on surveys, in combination with text analysis and classroom observations have been utilized. The result from the analysis shows that the timing for the peer-assessment does matter. The majority of the students, 70%, desired to utilise the peer-assessment during the group work. Most of the students identified valuable feedback and preferred to utilize the learning in their further development of the work. The peer-assessment in this study, based on an open collaborative group work in technology, detected instances of feedback with the power of correcting erroneous hypothesis of the students’ work.

Group work is frequently used in higher education to prepare students for their future work roles and to foster the development of interpersonal and social skills. Such skills may be of particular importance when solving complex problems, in study situations as well as in real life. However, students often report on problems in group work and teachers face difficulties in making fair assessments of the individuals’ contribution. This paper emphasizes the development of openness as an essential team skill for enabling successful group work, to counteract free-riding, and to facilitate teachers in making fair assessments. With the use of a questionnaire for peer assessments of team skills, we measured openness in 23 groups from two different courses—one with students who know each other well and one with students who just met. In a comparison of the two student groups, we conclude that students with a history of working together exhibited more openness, thus speaking in favor of group work running over a longer period of time. We consider the operationalization of the concept of openness as the main contribution here, in addition to the empirical result.

[EN] This paper presents a learning activity for the subject "Machines and Mechanisms" in a bachelor¿s degree in Electrical Engineering that allows to work on several specific and generic competences for a large group of students. This activity consists of seeking a real mechanism and following some steps to analyze it, so that the students can improve their knowledge and understanding of the subject area. This activity is planned in a way that forces the students to put different skills into play, further than just dealing with the technical issues of it. Peer-assessment is carried out alongside the activity to encourage deeper learning. A full description of the activity is presented, together with the assessment tools and the results for this course.

The purpose of this qualitative study was to describe and analyze the ways Swedish high school teachers deal with self- and peer assessment which can be defined as arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners (Topping, 2009). Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Self and peer assessment can be summative or formative. This study has drawn on data from semi-structured interviews with five teachers. The results cast light on how students help each other plan their learning, identify their strengths and weaknesses, target areas for remedial action, and develop other personal and professional skills. Findings indicate that teachers think that the formative assessment is a successful way of working, that they can see that the students develop on many different levels. Finally, this study gives an illustration of how formative and summative purposes is perceived and understood by teachers and is a contribution to further discussions about (educative) assessment.

The aim of this study was to compare practices of assessment with theory. Three teachers on the upper secondary level in English were interviewed. This study contains three research questions, namely, how do teachers work with assessment? To what extent do teachers work with formative assessment in the subject English? In what way do teachers’ perception and experiences of formative assessment relate to current research in the field? The results indicate that formative assessment is an established method in the classroom, which differed from a collegial aspect since most collegial collaborations relate to summative assessment. Teachers used formative assessment to a varied extent and in various ways, which entail a high usage of mapping, defining goals, formal and interactive feedback from teacher to student. The results also indicate small or non-existent usage of peer-assessment, feedback from student to teacher and, self-assessment. The analysis showed that some perceptions between teachers were contradictive, but support from each viewpoint could be found in recent studies. Finally, the results of my study pointed to that formative assessment in practice and theory is a quite ambiguous research field. Some other interesting findings which were not a part of this study’s aim showed that all teachers mention how distance studies due to the coronavirus make summative assessment more challenging. In comparison to summative assessment, formative assessment can somewhat proceed as normal whereas teachers give students formal feedback, but the teachers highlight that the interactive part of feedback disappears. Teachers gave examples of interactive feedback as when students ask for and receive direct feedback in the classroom when working on a written assignment. Teachers reported that students perform better in oral production ever since school had to switch to digital learning, which is also another interesting finding., Syftet med denna studie är att undersöka lärares bedömningspraktik för att kunna jämföra dessa med forskningsläget. Tre lärare i engelska på gymnasienivå intervjuades. Studien ämnar sig åt att besvara tre frågeställningar: hur arbetar lärare med bedömning? I vilken utsträckning använder engelsklärare sig av formativ bedömning? Vilka kopplingar finns mellan lärares uppfattningar av formativ bedömning och forskningsläget? Resultaten visar på att formativ bedömning är en etablerad metod på klassrumsnivå, däremot tillbringar lärarna ur ett kollegialt perspektiv huvudsakligen åt summativ bedömning. Lärare använde formativ bedömning i varierande grad och på varierande vis, det visade sig att lärare frekvent använder sig av kartläggning av elevers kunskaper, synliggörande av mål och formell samt interaktiv återkoppling från lärare till elev. Resultaten visar på att kamratbedömning, återkoppling från elev till lärare och främjande av egenbedömning används i mycket liten eller ingen utsträckning. Analysen påvisade att lärarnas uppfattningar skiljdes åt sinsemellan men det visade finnas belägg för varje synsätt i forskningen. Slutligen påvisar denna studie på att formativ bedömning i jämförelse av praktik och teori är tvetydig. Några andra intressanta resultat genererades från studien även fast det var en del av studiens syfte. Lärarna beskriver att distansundervisningen som råder på grund av coronaviruset försvårat den summativa bedömningen. I jämförelse med den summativa bedömningen, kan den formativa bedömningen fortsätta som normalt där lärare kan ge elever formell feedback men lärarna understryker att den interaktiva delen av feedback försvinner. Lärarna gav exempel på interaktiv feedback, ett exempel är när elever frågar och får direkt feedback i klassrummet när de arbetar med en skrivuppgift. Lärarna i denna studie beskrev även att elever presterar bättre i muntliga förmågor i engelska sedan undervisningen har skiftat till distansundervisningen, vilket också är en intr

The main Purpose of this study was to investigate the effect of peer-assessment on students’ writing strategy use. Qualitative supplement quantitative method was used for the study. It focused on 1st year Banking and Finance Department students of Jimma University. The department had four groups (A, B, C & D) of which two groups were selected by using random sampling technique. Accordingly, section A and B were selected and included in the study. Section A was assigned as comparison group whereas section B was assigned as treatment group. Closed-ended questionnaire was used at the end of the intervention to collect the quantitative data from the students. Moreover, qualitative data were collected from the students using journal writing. The purpose of collecting qualitative data was to assess the perception of students on the use of peer-assessment. The quantitative data were analysed using independent sample T-test. The result of the analysis showed that the students in the treatment group improved their writing strategy use than the students in control group. This indicates that the use of peer-assessment as intervention showed a significant effect on the students’ writing strategy use (t (58) = 2.856, p = 0.006. Besides, Qualitative content analysis was used to analyse the qualitative data. The result of the qualitative data was in agreement with the results of the quantitative analysis. It showed that the students well perceived the use of peer-assessment in writing classroom. Therefore, it is recommended that the use of peer-assessment in addition to teacher assessment is better than using teacher assessment alone to improve writing.

Formatives Assessment umfasst die Gewinnung von diagnostischen Informationen zum Lernen und seinen Ergebnissen sowie deren Nutzung zur Optimierung von Lehr- und Lernprozessen. Das Ziel des Forschungsprojekts bestand darin, zu untersuchen, mit welcher Häufigkeit, mit welcher Dauer und in welcher Qualität Lehrpersonen formatives Assessment informell im alltäglichen Unterricht durchführen. Um diese Forschungsfragen zu klären, wurde in der vierten Primarschulstufe von 52 Lehrpersonen und ihren Schulklassen im Fach Mathematik je eine Doppelstunde zur Einführung in das halbschriftliche Dividieren videografiert. Im Fokus standen fünf Strategien des formativen Assessments: (1) Lernziel klären, (2) Lernstand erfassen (Eliciting-Evidence), (3) Self-Assessment, (4) Peer-Assessment und (5) Feedback-Interaktion. Hinsichtlich der Häufigkeit ergaben die Videoanalysen, dass der überwiegende Teil der teilnehmenden Lehrpersonen alle fünf Strategien nutzt, die Einsatzdauer mit Ausnahme der Feedback-Interaktionen in der Regel jedoch kurz ist. Die Ergebnisse der Qualitätseinschätzung deuten insgesamt auf eine höchstens mittlere, meist aber geringe Qualität der Umsetzung der Strategien hin. Es bestehen Zusammenhänge zwischen der Anwendungsdauer und der Qualitätsausprägung der Strategien. Je länger die Strategien eingesetzt wurden, desto besser wurde ihre Qualität im Rating eingeschätzt. Diese Ergebnisse erweitern den bisherigen Forschungsstand insofern, als erstmals ökologisch valide Aussagen für den deutschen Sprachraum zur Häufigkeit, zur Dauer und zur Qualität von Strategien des formativen Assessments im alltäglichen Mathematikunterricht vorgelegt werden. Aus den Befunden werden Schlussfolgerungen für die Aus- und Weiterbildung von Lehrpersonen gezogen., + ID der Publikation: phlu_12741 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 33 + Medium/Art/Gattung: Unterrichtswissenschaft + Sprache: Deutsch + Bemerkungen: Bei Rückfragen: sandra.betschart@phlu.ch + Letzte Aktualisierung: 2020-12-04 10:10:28

The main Purpose of this study was to investigate the effect of peer-assessment on students’ writing strategy use. Qualitative supplement quantitative method was used for the study. It focused on 1st year Banking and Finance Department students of Jimma University. The department had four groups (A, B, C & D) of which two groups were selected by using random sampling technique. Accordingly, section A and B were selected and included in the study. Section A was assigned as comparison group whereas section B was assigned as treatment group. Closed-ended questionnaire was used at the end of the intervention to collect the quantitative data from the students. Moreover, qualitative data were collected from the students using journal writing. The purpose of collecting qualitative data was to assess the perception of students on the use of peer-assessment. The quantitative data were analysed using independent sample T-test. The result of the analysis showed that the students in the treatment group improved their writing strategy use than the students in control group. This indicates that the use of peer-assessment as intervention showed a significant effect on the students’ writing strategy use (t (58) = 2.856, p = 0.006. Besides, Qualitative content analysis was used to analyse the qualitative data. The result of the qualitative data was in agreement with the results of the quantitative analysis. It showed that the students well perceived the use of peer-assessment in writing classroom. Therefore, it is recommended that the use of peer-assessment in addition to teacher assessment is better than using teacher assessment alone to improve writing.

Predmet ovog istraživanja predstavlja ispitivanje uloge didaktičkog oblikovanja zadataka za samoevaluaciju u udžbenicima engleskog kao stranog jezika na razvoj autonomije učenika, posmatrane kroz dve komponente: sposobnost samoevaluacije i sposobnost samoregulisanog učenja. U tu svrhu, dizajnirali smo poseban model zadataka za samoevaluaciju zasnovan na idejama gradiranosti kao postepene obuke veštinama samoevaluacije kroz pripremne faze uzajamne i vršnjačke evaluacije, i kooperativnosti kao obaveznog segmenta vršnjačke saradnje u procesu uzrade zadatka. Naša polazna pretpostavka bila je da će učenici koji su radili sa modifikovanim materijalom pokazati viši nivo sposobnosti samoevaluacije i samoregulacije od svojih kolega, što bi trebalo da se ogleda i u njihovom akademskom uspehu. Kako upotreba didaktičkog materijala u nastavi u velikoj meri zavisi od nastavnika koji ga upotrebljava, želeli smo da istražimo da li stavovi nastavnika utiču na razvoj navedenih sposobnosti. Najzad, kako je populacija na kojoj smo vršili ispitivanje obuhvatala dosta široku grupu mlađih učenika, postavili smo pitanje da li je kod razvoja učeničke autonomije kroz gradiranu samoevaluativnu praksu uzrast ispitanika značajna varijabla, te da li će postojati značajna razlika u rezultatima učenika nižih i viših razreda...

Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.

Planning, developing and deploying proper feedbacks form a vital part of learners’ learning process. In the modern education system, learners are neither trained to reflect upon their learning progress nor schooled to receive feedback from their peers and teachers. Skills in receiving and giving feedbacks promote learning by tracking the learners’ progress and guiding them to achieve the desired learning outcomes. Lack of effective and regular feedback widen the gap between actual and desired performance of the learners. This study provides an understanding of the role of feedback in teaching-learning process and details how self-exploratory feedback and those received from teachers and peer-groups make learning effective.

Starting from the seminal work of Dewey, Piaget, Vygotsky, and Bruner, peers have been conceptualized as potential mediators in students’ learning and development. In recent decades, there has been an increasing interest in how students’ learning can be fostered through involving them in assessment via self- and peer assessment. Both self- and peer assessment are now well-established fields of research with the following main lines of work: (a) the reliability/validity of self- and peer assessment scores; and (b) the effects of such assessment on students’ learning, which have mostly been studied after the emergence of research on formative assessment. Two more topics that have recently received more interest are: (c) the effects of self- and peer assessment on self-regulated learning and metacognition and (d) the role of psychological and social factors in self- and peer assessment. Consequently, researchers have become interested in the type of information that students exchange in peer assessment situations, with research focused on whether the quality of such information can lead to improved learning compared to just providing a score (i.e., peer scoring). This information is known as peer feedback. There has been an increased interest in peer feedback – a trend reflected in the publication of dissertations that focus on various aspects of peer feedback. The aim of this chapter is to explore the concept of peer feedback, presenting the results of the main dissertations and discussing the key empirical themes that have been investigated.

In dental hygiene accurate assessment of knowledge and skills is paramount. A substantial number of research has been devoted to self-assessment in the dental hygiene discipline whereas research on peer-assessment is lacking. The purpose of this study was to evaluate the impact of pre-clinical peer-assessmenton the performance creating Class II composite restorations on tooth #15(MO) and # 46(MOD), including rubber dam and tofflemire and matrix band placements. Twenty second-year CEGEP dental hygiene students enrolled in Restorative Dentistry course participated in the study. The participants were randomly divided in control and experimental groups. At pre-tests, all 20 students were subject to a cognitive and procedural test Class II composite restoration on tooth # 45(MO) a week before the experiment. At post-test, participants performed two rubber dam, two tofflemire and matrix bands and two Class II composite restorations on tooth #15(MO) and # 46(MOD). Ten participants in the experimental group used the peer-assessment twice. A t-test was used to analyze the scores between the control and experimental groups. In order to understand the results, students’ attitudes and perceptions regarding peer-assessment strategy were assessed using a five-point Likert scale and three open-ended questions from an anonymous online survey. Results indicated that there was no statistical significant difference between the two research groups on their ability to create Class II composite restorations on tooth # 15(MO) and # 46(MOD). Findings of this study suggest that more peer-assessment training and trials are needed in order to impact dental hygiene students’ performance creating a Class II restoration. || Résumé : En éducation dans le domaine de l'hygiène dentaire, une évaluation précise des connaissances et des compétences est primordiale. En hygiène dentaire, un nombre important de recherches ont été consacrées à l'auto-évaluation, toutefois la recherche sur l'éva

The study determined the comparative effects of critical thinking and peer-assessment skills training on Ghanaian senior high school students’ achievement in mathematics. The non-equivalent pre-test and post-test control group 3x2x2 factorial quasi- experimental design was adopted for the study. Three public senior high schools were randomly sampled to participate in the study and a total of one hundred and thirty- seven (137) students made up of ninety-five (95) in the experimental groups and forty- two (42) in the control group from three intact classes were selected from schools in the Central Region of Ghana. Two mathematics achievement tests, with reliability coefficients of 0.79 and 0.83 were employed by the researcher for data collection. Critical thinking and peer-assessment modules were also developed and used by the researcher for the intervention. The peer-assessment and critical thinking modules were content validated by three experts using percentage of agreement method which yielded 79% and 80% respectively. ANCOVA was used to test the hypotheses at 0.05 level of significance. The findings of the study were that: there was no significant comparative effect of critical thinking and peer-assessment skills training on students’ achievement in mathematics. Furthermore, there was no significant interaction effect of gender, age and treatment groups (critical thinking and peer-assessment) on students’ achievement in mathematics. Based on the findings, it was recommended that teachers can make use of either peer-assessment or critical thinking strategies in teaching mathematics lessons to bring about the much-needed improvement in students’ performance in Mathematics.

Background: Good performance in a summative assessment does not always equate to educational gain following acourse. An educational programme may focus on improving student’s performance on a particular test instrument.For example, practicing multiple choice questions may lead to mastery of the instrument itself rather than testing theknowledge and its application. We designed an assessment strategy that consistently valid and reliable that would fit with the students with a range of 27 nationalities with a different institutional, cultural and educational background in this totally online masters programme in transplantation. Methods: Based on the published evidence, we analyzed 2 main assessment domains: (a) self-assessment and (b)peer-assessment. We compared them with traditional teacher-led assessment considering the diversity of students. Conclusion: We conclude that traditional teacher-led assessment supplemented by self-assessment is a strong drivein the learning process in this on-line course, whilst peer-assessment is challenging and associated with many flawsgiving the diversity of our students. Peer-assessment may be unreliable and not valid due to the difference in theinstitutional background and variation in experience between the students.

The purpose of this study is to examine what kind of formative assessments is used in the Geography education at middle-school in Sweden, and how the use of formative assessment differs between teachers. A further aimis to examine whether any problems canbe observed with formative assessment in Geography education. Following questions will try to be answered: What strategies informative assessment occurs in Geography educationin indoor schooling at Swedish schools? What problems/lacks can be observed based on the strategies used in formative assessment in Geography subject in indooreducation? How does the use of formative assessment differ between three Geography teachers? To answer these questions, nine lessons in Geography education were observed in total; three teachers held three lessons each which were observed. Earlier studies have showed that Geography education held outdoors was more motivational according to students. Earlier studies also concludethat students considered that Geography education held indoors had no purpose, and that students were passive during the lessons. Other studies have showed that lessons where formative assessment was used, increased the students' motivation and desire to learn. This study concludes that all strategies in formative assessment has been used by all three teachers. One conclusion is that when the goals of the lesson wasn't visible for the pupils, it affected the motivation of pupils. Another conclusion is that when the goals of the lesson wasn't visible, there was a connection to pupils not using self-regulated learning.

[EN] This paper describes the experience of a cross-curricular activity that combines mathematical knowledge with several soft skills, namely the use of new technologies, teamwork and critical thinking. Two different subjects are involved, Mathematics 2 and Information Systems, both part of the Bachelor’s Degree in Business and Administration, taught at Universitat Internacional de Catalunya. 42 students participated in this pilot activity during the second semester of the academic year 2015/2016. Results indicate that students considered the activity useful and that it helped improve their knowledge on information systems and the fundamental concepts covered in Mathematics. Data gathered also reveal that students positively valued the idea of applying concepts of one subject into other subjects. As for the development of soft skills, students converge in that the activity helped them developing interpersonal skills and being more critical with one’s work.

Learning analytics deals with the data that occurs from students' interaction with ICT: collecting data, analyzing and reporting that can influence learning and teaching. Analysis of validity and reliability of assessment lags behind other applications of learning analytics. We present here mathematical modeling of learning analytics for assessment, especially for peer-assessment. In addition, we analyze and categorize students' recognition of advantages and disadvantages of peer-assessment. Finally implementations of reliability check of peer-assessment in Moodle Workshop module are explained.

[EN] Purpose: In this paper we compare the search strategies and the results of three recent literature reviews on the rubrics use in education. With all this we aim to identify what is known, what it is not known yet and if there is material to launch a new literature review right now. Design/methodology/approach: Comparative analysis of three recen literature reviews and systematic literature review. Findings and Originality/value: Of the 142 papers included in the three recent reviews, few focus on university learning and the results are not broken down by educational level. We believe that there is no conclusive scientific answer to how to create and validate an assessment rubric for university courses, or what purpose they serve , or if it s worth the effort to develop them. Recommendations for the appropriate use of rubrics are based on anecdotal evidence without robust and proven methodology. Nor is easy to find what subjects, or what objects, and in what contexts have been investigated the rubrics or which validated rubrics are available. Originality/value: we conducted a new review and we compare the selected papers with those used in previous reviews. We have located 241 new papers not included in previous reviews. Probably all this new material can be used in the future for a meta-analysis Keywords rating; scoring; rubric; Higher Education; systematic Literature Review; assessment instrument; educational; learning; self-assessment; peer-assessment ., [ES] Objeto: En este artículo comparamos las estrategias de búsqueda y los resultados de tres revisiones de literatura recientes sobre uso rúbricas en educación. Con todo ello pretendemos identificar qué se sabe, que no se sabe aún y si hay material para lanzar una nueva revisión de literatura en estos momentos. Diseño/metodología/enfoque: Análisis comparado de las tres revisiones de literatura reciente y búsqueda sistemática de literatura. Aportaciones y resultados: De los 142 artículos incluidos en las tres revisiones recientes, pocos se centran en docencia universitaria y los resultados no se presentan desagregados por niveles educativos. Consideramos que no existe una respuesta científica concluyente para cómo crear y validar una rúbrica para evaluación de asignaturas universitarias, ni para qué sirven las rúbricas, ni si vale la pena el esfuerzo de desarrollarlas. Las recomendaciones para el uso adecuado de rúbricas están basadas en evidencias anecdóticas sin una metodología robusta y contrastada. Tampoco es fácil localizar qué asignaturas, ni qué objetos, ni en qué contextos han sido objeto de investigación las rúbricas, ni qué rúbricas validadas hay disponibles para ellos. Originalidad / Valor añadido: Hemos realizado una nueva revisión y comparamos los artículos seleccionados con los utilizados en las revisiones anteriores. Hemos localizado 241 nuevos artículos no incluidos en las revisiones anteriores. Probablemente con todo este nuevo material se pueda realizar en el futuro algún meta-análisis.

The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions: What types of feedback communicates from teacher to student, and students among each other? How does one teacher describe her feedback and how it affects student motivation and learning process? What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process? Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study. The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds). The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.

[Otros] Finished the studies of the first promotions under the EHEA, it is time to evaluate experiences in order to carry out the necessary adjustments. One of the first obstacles that have been pointed out froom its implementation is the way to approach generic skills. Additionally internacional accreditations through certifications such as ABET, highlight the need to work in generic skills in coordination and the necessity of developing tools to assess and to quantify the degree of acquisition of such skills by the students. These evidences are key to certify that the students have reached at least the standards included in the Curriculum of the degree. This paper sets out proposals for the development and assessment of the competency ¿Teamwork and leadership¿, which is the competency dimension nº8 of the Universitat Politécnica de València. Educational experiences included in this text can be easily extrapolated to other courses., [ES] Finalizadas las primeras promociones de estudiantes que han desarrollado sus estudios bajo el Espacio Europeo de Educación Superior (EEES), llega el momento de evaluar las experiencias para poder llevar a cabo los ajustes necesarios. Uno de los primeros escollos que se vienen señalando desde su implantación es la forma de abordar las competencias transversales. Adicionalmente la acreditación internacional a través de certificaciones como ABET (Accreditation Board for Engineering and Technology), pone de manifiesto la necesidad de trabajar de forma coordinada las competencias genéricas y de desarrollar herramientas que permitan evaluar y cuantificar el grado de adquisición de dichas competencias por parte de los estudiantes para certificar la consecución de los niveles mínimos recogidos en la titulación de Grado. Esta comunicación expone propuestas de desarrollo y evaluación de la competencia liderazgo y trabajo en equipo , que constituye la dimensión competencial nº8 de la Universitat Politècnica de València. Se recogen experiencias docentes que por su enfoque generalista pueden ser fácilmente extrapolables a otras titulaciones. El trabajo expuesto forma parte de los resultados obtenidos en el PIME B14/13 de la convocatoria 2013-2014 de la UPV, titulado Desarrollo de metodologías de adquisición y evaluación de la competencia trabajo en equipo y liderazgo .

In the current educational European context (European Higher Education Area, EHEA) it is common to observe that students have difficulties when carrying out assignments that required depth and quality. This problem is exacerbated in technical degrees. It is because of this problem that the necessity of promoting innovative teaching actions appears to help students perform more complex projects that also include other aspects of the business world and entrepreneurship. The teaching innovation described in the present work, aims at provinding students with the required critical skills for the detection of problems and deficiencies when writing and analyzing a business plan. To do this so, the experience presented uses the concepts of self-assessment and peer-assessment, Postprint (author's final draft)

Saber llegir de forma comprensiva és una competència bàsica i fonamental per als estudiants, que requereix d’aprenentatge, pràctica i acompanyament per part del professorat. Aquesta capacitat és transversal, hauria de ser treballada no només a les àrees lingüístiques, atès que és important també per a garantir la possibilitat d’aprendre al llarg de tota la vida a tots els àmbits. Aquest article planteja la importància d’ensenyar els alumnes a llegir de forma comprensiva a les classes de ciències, proposa el model de treball cooperatiu i els models d’autoavaluació i coavaluació per a facilitar als estudiants una major comprensió en la lectura de textos. S’analitzen els resultats d’un treball de lectura cooperativa realitzat amb tres grups de 1r de batxillerat i l’ús de la coavaluació i autoavaluació en el procés avaluador, com a eina per valorar la utilitat de la lectura cooperativa en el procés d’ensenyament-aprenentatge. Finalment es descriuen els resultats d’un qüestionari sobre l’opinió dels alumnes, respecte de la seva experiència en el treball de lectura cooperativa., Reading comprehensively is a basic skill that requires learning, practice and support of teachers. This skill is also cross-curricular, so it must be taught beyond language subjects, as it is important to guarantee the possibility of lifelong learning across all issues. This paper addresses the importance of teaching pupils about comprehensive reading in science classes, through cooperative learning and peer and self-assessment models to help students to improve reading comprehension. Results of the work in cooperative reading achieved by three highschool group classes are analyzed and the use of peer-assessment and self-assessment in the educational assessment, as a tool to evaluate the usefulness of cooperative reading in the teaching-learning process. Finally the results of an opinion questionnaire about the students’ experiences in the cooperative reading work are described., Saber leer de forma comprensiva es una competencia básica y fundamental para los estudiantes, que requiere de aprendizaje, práctica y acompañamiento por parte del profesorado. Esta capacidad es transversal y debería ser trabajada no solo en las asignaturas lingüísticas, pues es importante también para garantizar el aprendizaje a lo largo de toda la vida, en todos los ámbitos. Este artículo plantea la importancia de enseñar a los alumnos a leer de manera comprensiva en las clases de ciencias, mediante el modelo de trabajo cooperativo y los modelos de coevaluación y autoevaluación, para facilitar a los estudiantes una mayor comprensión en la lectura de textos. Se analizan los resultados de un trabajo de lectura cooperativa realizado con tres grupos de 1º de bachillerato y el uso de la coevaluación y autoevaluación en el proceso evaluador, como instrumento de valoración de la utilidad de la lectura cooperativa en el proceso de enseñanza-aprendizaje. Finalmente se describen los resultados de un cuestionario sobre la opinión de los alumnos, acerca de su experiencia en el trabajo de lectura cooperativa.

The mainstream research on scoring rubrics has emphasized the summative aspect of assessment. In recent years, the use of rubrics for formative purposes has gained more attention. This research has, however, not been conclusive. The aim of this study is therefore to review the research on formative use of rubrics, in order to investigate if, and how, rubrics have an impact on student learning. In total, 21 studies about rubrics were analyzed through content analysis. Sample, subject/task, design, procedure, and findings, were compared among the different studies in relation to effects on student performance and selfregulation. Findings indicate that rubrics may have the potential to influence students learning positively, but also that there are several different ways for the use of rubrics to mediate improved performance and self-regulation. There are a number of factors identified that may moderate the effects of using rubrics formatively, as well as factors that need further investigation.

Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.

In response to the necessity of implementing innovative strategies and new teaching methodologies for the design of University degrees curricula according to the new educational model put forward by the European Space of Higher Education, we launched a pilot project in the Department of Nursing Studies of a university of the north of Spain based on the use of three technological tools (Power point, OpenMeetings and Babelium). Nursing students (n = 29) were asked to create video recorded oral presentations about different techniques of diagnosis in medical imaging that were peer-, self- and teacher assessed. Self-report questionnaires were used to assess the effectiveness of the experiment and Kappa statistic analysis was used to determine the suitability of the assessment method. The results of the study showed that working with self and peer recorded videos proves to be a better didactic method to develop both cross-curricular competencies (intrapersonal, interpersonal and instrumental) and curricular specific competencies (in this case, knowledge about different techniques of diagnosis in medical imaging) than traditional methodologies. The data also suggest that there is an acceptable correspondence between self-, peer- and hetero-assessment.

[ES] Las aportaciones que se presentan en este artículo parten de la experiencia de los autores a lo largo de los últimos años, en los que han trabajado en colaboración con un gran número de profesores universitarios de las diferentes ramas de conocimiento. Se presenta, en primer lugar, una reflexión en torno a la necesidad de ir estableciendo un lenguaje común que permita al profesorado de Educación Superior compartir las experiencias e innovaciones de una forma clara, eficaz, eficiente y que puedan ser fácilmente intercambiables y comunicadas. En segundo lugar, se centra la atención en dos aspectos que en estos últimos años están acaparando la atención del profesorado con la intención de introducir innovaciones en la actividad evaluadora: a) las innovaciones en torno a la distribución del poder de la evaluación, con la incorporación de estrategias evaluativas que faciliten la participación, tales como la autoevaluación, la evaluación entre iguales o la coevaluación; y b) las relacionadas con la incorporación y uso de las tecnologías de la información y la comunicación, presentando algunos recursos que el profesorado podrá utilizar para mejorar su competencia evaluadora, partiendo de la base de que un aprendizaje sostenible exige una evaluación sostenible, y ello sólo se producirá si el profesorado se transforma en facilitador que pone los medios para que sean los estudiantes quienes se apropien de su proceso de aprendizaje., [EN] The contributions presented in this article are based on the experience of the authors. In recent years, the authors have been working in collaboration with university teachers of different branches of knowledge. This paper presents a reflection about the need to establish a common language and terminology to facilitate a clear, effective and efficient communication and transfer of experiences and innovation. Secondly, it focuses on two aspects highly valued by teachers regarding innovation and assessment: a) innovation concerning the distribution of the power of assessment, introducing alternative strategies to promote participation such as self-assessment, peer-assessment and coassessment; and b) those aspects related with the incorporation and use of ICT. Some resources that might be useful to improve the assessment competence of teachers are presented. Those resources aresed on sustainable learning and assessment, however, these will only occur in if teachers become facilitators to promote students ownership of their learning process.

This paper summarises the authors’ own teaching experiences from two large MSc-level courses taught as part of several international Master programmes related to Sustainable Energy Engineering, organized by the Department of Energy Technology at the Royal Institute of Technology (KTH) in Stockholm, Sweden. Some important hinders and obstacles to effective learning are presented and discussed, addressing especially certain challenges for the students and their effect on student performance. Observations have been made throughout several years of increasing demand for energy- and sustainability-related knowledge by ever larger student groups. The growing number of international students and the fact that many students are aiming at expanding their abilities by specialising in energy engineering without having the necessary background, as well as the fact that many students following certain non-engineering programmes focusing on environmental or sustainability issues need nevertheless to study also purely engineering courses, brings many positive characteristics to the blended student team but also displays serious challenges to the practical optimisation of the learning activities, the intended learning outcomes, the speed of advancement in knowledge, and the general quality of education for such a diverse group of students. Possible improvements and augmentations of the learning activities with the goal of finding solutions to these challenges on both a programme level and course level are proposed and subjected to testing in recent student batches. The expected results in terms of improved student performance, and the plausible further extension of this work, are introduced and analysed., QC 20120308

The emergence of Web 2.0 and the influence of Information and Communication Technology (lCT) have fostered e-education to be more interactive, challenging, and situated. As a result, learners felt empowered when they are engaged in collaborative learning activities and self-directed learning. New forms of integrated assessment to support students when it comes to use complex-learning resources (CLR) within learning activities have become highly required. This paper discusses an empirical study about emerging forms of assessment such as, automated assessment, peer-assessment, and group-assessment integrated with CLRs in self-directed and collaborative learning. The first findings show that students were intrinsically motivated towards this approach. Moreover, automatic and peer-assessment supported the students to achieve their learning goals.

En esta comunicación presentamos los cambios introducidos en el sistema de evaluación de la asignatura Análisis de Datos en la Investigación Educativa (2º curso de la licenciatura de Pedagogía), que van dirigidos a completar y enriquecer la evaluación que tradicionalmente se viene haciendo en la materia, promoviendo su dimensión formativa y su aplicación en otros momentos del proceso de enseñanza-aprendizaje (evaluación inicial y continua). Asimismo, se fomenta la participación del alumno en la evaluación de su aprendizaje, a través de la autoevaluación y de la evaluación entre compañeros/as. Este último aspecto, la participación del alumnado en la evaluación, ha sido considerado un aspecto clave para mejorar el aprendizaje en esta materia, pues al convertirse en (co)- evaluadores/as, los/as alumnos/as desarrollan competencias meta-cognitivas de gran utilidad para mejorar los procesos de aprendizaje. Para promover un mejor conocimiento del sistema de evaluación por parte de los/as estudiantes, se ha diseñado una Guía de Evaluación cuya finalidad es orientarles en el proceso evaluador, en sus diferentes dimensiones, momentos e instrumentos, potenciando la implicación y participación del alumnado. Un apartado clave de la guía es el relativo a los criterios de evaluación y su relación con las competencias a desarrollar en la materia. La guía ayuda al/la estudiante a identificar estos criterios en la resolución de problemas específicos, de forma que pueden valorar hasta qué punto se cumplen o no en sus ejecuciones. Otra aportación reside en los numerosos ejemplos que presenta, tanto de las pruebas que se usan para la evaluación y calificación, como de otros procedimientos destinados a la evaluación inicial y continua en la materia. La comunicación se centra en el diseño del sistema de evaluación realizado durante el curso 2008/09, ya que la aplicación del mismo y un avance de sus resultados se presentan en otra comunicación a este mismo congreso., This paper presents the set of changes inserted in the learning assessment system in Data Analysis in Educational Research, a second-year subject in the Degree in Pedagogy. Such changes try to make assessment a more complete and richer process by promoting its formative dimension as well as its extension to other different moments in the learning process (initial and continuous –and not only final- assessment). Also, students’ participation in their learning assessment is fostered by putting into action self-assessment and peer assessment. To improve students’ learning in the subject, their participation in the assessment has been considered as a key issue. When students become (co-)assessers, they develop metacognitive competences useful in the learning process. An Assessment Guide has been designed in order to provide students’ guidance through the assessment process and its different dimensions, moments and instruments. This way, students’ implication and participation in their learning assessment are promoted. The guide has a section devoted to assessment criteria, which relates these criteria with the competences that the subjet tries to develop. The guide helps the students to identify the assessment criteria in the problem-solving process, so that they can value to which extent they meet the criteria in their performance. Another interesting contribution of the guide is the many examples that are given, both of the tests that teachers use for assessment and mark, and the strategies for inicial and continous assessment. This paper focuses on the design of the new assessment system as well as the Guide and the instruments necessary to put it into practice, whereas its application and results are presented in another paper to this Conference.

En esta comunicación se describe la aplicación de un sistema de evaluación en la asignatura Análisis de Datos en la Investigación Educativa (Licenciatura en Pedagogía), cuyo diseño se presenta en otra aportación a este congreso. El proceso diseñado pretende ofrecer pautas y recursos para conseguir que la evaluación oriente el aprendizaje promoviendo un mayor conocimiento de los criterios de evaluación y la participación de los/as alumnos/as en la valoración de sus aprendizajes. El sistema de evaluación consiste en desarrollar una evaluación inicial a través de un cuestionario de conocimientos iniciales y una escala de actitudes ante la materia; una evaluación formada por la autoevaluación y evaluación por pares y una evaluación final que consiste en un cuestionario para la reflexión sobre el proceso. Asimismo se recogen las valoraciones del profesorado que ha participado en la experiencia. Los resultados nos permiten identificar que la mayoría de los/as alumnos/as encuestados/as poseen únicamente conocimientos básicos sobre la estadística. Se detecta falta de competencias relacionadas con el uso de programas estadísticos y elaboración de informes. Haciendo referencia a la evaluación continua, son 31 los/as alumnos/as que han participado en las dos pruebas de autoevaluación y evaluación por pares de manera voluntaria. Una vez recogidos los datos, se ha realizado un análisis comparativo que pone de manifiesto que los/las participantes obtuvieron calificaciones finales más altas que los/las que no lo hicieron, datos que pueden estar sesgados por el hecho de que son estos/as alumnos/as los/las que asisten asiduamente a clase y a tutorías además de estar más motivados/as por la materia y trabajar a diario. Como aspecto positivo de la experiencia se puede resaltar el aumento del interés de los/las alumnos/as ante la materia al participar activamente en su evaluación. Como aspecto negativo, el bajo nivel de participación al ser una actividad voluntaria., This paper presents the new assessment project that has been introduced in Data Analysis in Educational Research (Pedagogy degree). The Guide to Assessment is presented in another contribution to this conference. The designed process provides guidelines and resources to ensure that assessment guide the learning by promoting a better understanding of the evaluation criteria and the participation of learners in the assessment of their learning. The evaluation system consists in an initial assessment through an initial knowledge questionnaire and a range of attitudes towards the subject. The continuous assessment is a self-assessment and a peer-assessment and the final assessment is a final questionnaire to opine about the process. We also analyse the experience and opinions of the teachers that participated in the experience. The results allow us to identify that the majority of the students have a basic knowledge about statistics but there is a lack of skills related to the use of statistical programs and reporting. Related to the continuous assessment, there were 31 students who participated in the voluntary tests. Once the data were collected, it has been made a comparative analysis that shows that the marks of the participants in the experience were higher than the other group. This information can be slanted by the fact that these students attend to class and tutoring regularly. In addition, they work in the subject daily and they are very motivated As a positive aspect of the experience, we can highlight the increase of the interest among the subject by actively participating in the assessment. A negative issue is the low level of participation because it has been a voluntary activity.

In higher education settings, assessment tasks get the attention of students, but once students submit their work they typically become disengaged with the assessment process. Hence, opportunities for learning are lost as they become passive recipients of assessment outcomes. Future-learning oriented assessment engages students in the assessment process to improve both short- and long-term outcomes by requiring students to make sophisticated judgments about their own learning, and that of their peers. In this paper, we describe and critique three initiatives that experimented with future-learning oriented assessment within a faculty of education. These initiatives involved self- and peer-assessment in a mathematics education subject for first year pre-service teachers; peer assessment of individual contributions in a group project using a Wiki; and self- and peer-assessment to help students learn about leadership. Based on our experiences, we conclude with suggestions of how others might also use self- and peer-assessment to work towards better short- and long-term learning outcomes in higher education.

According to the rapid changes in our life styles and in order to cope with the new requirements for modernlearning settings and activities, several applications have been developed to provide our modern society with theselearning settings. E-assessment as a main part of e-learning has been affected by these new settings and new aspects such as peer assessment have become more and more important. In this paper, we will present a computer-assisted peer assessment system that can be used to improve the learning process. An overall architecture will be presented and an experiment has been conducted. First findings will be discussed and future work will be mentioned.

[ES] El Espacio Europeo de Educación Superior propone cambios sustanciales en los modelos pedagógicos y en los roles del profesorado y del alumnado. El objetivo de la formación universitaria se concreta en el logro de las competencias profesionales. Esto conlleva transformaciones en las estrategias y procedimientos de evaluación de los aprendizajes. Este trabajo presenta los resultados de una innovación en la evaluación de los aprendizajes universitarios con portafolios electrónicos. La incorporación de metodologías activas, con apoyo de las Tecnologías de la Información y la Comunicación para favorecer un aprendizaje activo, exigen cambios en los métodos de evaluación. Presentamos una experiencia de aplicación de portafolios electrónicos. Destacamos su rol en el desarrollo de competencias metacognitivas y reflexivas. Los resultados muestran una valoración positiva en la adquisición de competencias por el alumnado, tanto en la comprensión de los propósitos y procesos del aprendizaje como en el logro de las competencias planificadas., [EN] The European Higher Education Area proposes important changes in the instructional models and teachers’ and students’ roles. The Higher Education main aim is to acquire professional competences. This implies changes into strategies and procedures to learning assessment at the university level. This work presents results derived of an innovation in assessment of the university learning with e- portfolio. A new use of active methodologies, with Information and Communication Technologies in order to promote an active learning, requires changes into evaluation methods. We present an application experience of e-portfolio. We emphasize its role in the development of metacognitive and reflexive competences. The results show a positive appraisal in the acquisition of competences by the students, so much in the comprehension of the purposes and processes of the learning as in the achievement of the competences planned.

The CDIO Initiative is a collaboration of engineering programs at universities in more than eight countries in North America, Europe, Africa, Asia, and Australia. Collaborators have developed tools and methods to assess student learning in all areas of their engineering programs. This paper focuses on assessment methods used in project-based design courses in two CDIO engineering programs. Descriptions include goals and intended learning outcomes, key skills addressed in projects and assessment methods currently in use. Special emphasis is given to peer and self-assessment, ratings of oral presentations, and process and product assessment., QC 20151116

Teachers of English as a Second Language (ESL) in Austria frequently assess their students' written performance by assigning grades that supposedly indicate the quality of the writing product. However, this kind of feedback on performances is not only a summative form measurement but also diagnostically exclusive and does not necessarily promote a student's process of learning. In research literature, assessment is frequently defined as a purposeful activity that gathers information on the student's language development and, moreover, helps to plan further instruction and improve the learning process. The latest research on the issue consequently emphasizes the need to increase the amount of formative assessment in the classroom (Fray/Fisher 2013; Jang 2014). Therefore, this paper aims to serve as a theoretical guide summarizing and reviewing literature on assessment methods that promote second language (L2) writing. Furthermore, it serves as a guide to support teachers in effectively improving their students' writing proficiency development., Veronika Namberger, Diplomarbeit Universität Innsbruck 2019