Modelos de Evaluación (Formativa, Sumativa y Diagnóstica)
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Modelos de Evaluación (Formativa, Sumativa y Diagnóstica)
Reflexiones y experiencias de evaluación educativa
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"Adoption of Active Learning in a Lecture-Based Engineering Class"

Three years ago, the Department of Aeronautics and Astronautics at MIT expanded its repertoire of active learning strategies and assessment tools with the introduction of muddiest-point-in-the-lecture cards, electronic response systems, concept tests, peer coaching, course web pages, and web-based course evaluations. This paper focuses on the change process of integrating these active learning strategies into a traditional lecture-based multidisciplinary course, called Unified Engineering. The description of the evolution of active learning in Unified Engineering is intended to underscore the motivation and incentives required for bringing about the change, and the support needed for sustaining and disseminating active learning approaches among the instructors.

 

By Steven R. Hall1, Ian Waitz2, Doris R. Brodeur3, Diane H. Soderholm4, and Reem Nasr5

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Physics Laureate Hopes to Help Students Over the Science Blahs - New York Times - Colorado State University

Physics Laureate Hopes to Help Students Over the Science Blahs - New York Times - Colorado State University | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it
Since his 2001 Nobel win, Carl E. Wieman has led reform of the way undergraduate physics is taught at universities. He does so, in part, by example.
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"Learning from Assessment" by Bill Boyle, Director, CFAS, University of Manchester

Assessment to support rather than just to measure learning has now been accepted as part of the government’s teaching and learning strategies (QCA, 2006) and a range of teacher support materials is now being produced (eg. AAIA, 2006). This would be progress if it actually meant that teachers and schools were being enabled to leave behind a decade memorable only for accountability-driven, externally-set performance targets in which ‘assessment is synonymous with testing’ (Hall et al,2004) and ‘SATs success is the main driver for the models of pupildom available’ (Hall et al,2004) rather than for its contribution to teaching and learning


The DfES set the target of 85% of end of key stage 2 pupils in 2006 to achieve level 4 or above.


Standard Assessment Tasks (SATs) was the original title for the national end of key stage tests which originated from the 1988 Education Reform Act which instituted the ‘National Curriculum and its assessment’ – the mnemonic seems to have stuck!

 

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The practitioner's perspective | Active collaborative learning - University of Strathclyde

The practitioner's perspective | Active collaborative learning - University of Strathclyde | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

The University of Strathclyde in Glasgow has an undergraduate population of approximately 14,500. The Department of Mechanical Engineering at Strathclyde is one of the largest in the UK, with some 500 undergraduate and 80 postgraduate students.

 

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Using Clickers in the Classroom por Russell James, University of Georgia

A brief description of some approaches to using student response systems in a classroom...

A nice description of a variety of ways to use clickers in the classroom,

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10 Tips for Injecting New Technology into Your Campus -- Campus Technology

10 Tips for Injecting New Technology into Your Campus -- Campus Technology | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it
Introducing new technologies to faculty members can be a challenge--they are often simply too busy or don't see the point of mastering yet another tool.

 

More info about clickers: www.educlick.com

 

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Adquisición de competencias interdisciplinares en el espacio europeo de educación superior (E.E.E.S): La expresión gráfica computacional en arquitectura, arte e ingeniería - Dialnet

Información del artículo Adquisición de competencias interdisciplinares en el espacio europeo de educación superior (E.E.E.S): La expresión gráfica computacional en arquitectura, arte e ingeniería...

 

En el presente estudio, se utiliza un software de elementos finitos para el análisis y compresión de un ensayo virtual mecánico mediante un trabajo en grupo. La evaluación de las competencias adquiridas por los estudiantes así como la motivación por la nueva metodología es realizada.

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Adaptación de metodología y contenidos para los nuevos planes de estudio según el EEES

El Espacio Europeo de Educación Superior supuso un impulso a la unificación docente europea. Este impulso, en España, se ha empleado también para modificar la forma de entender e impartir la docencia. En este trabajo se deducen los cambios que se deben incluir en una asignatura existente en el actual (y a extinguir) plan de estudios, para que su vigencia sea plena y se adapte a este nuevo y ya inminente escenario. Dichos cambios afectan a la metodología, a los contenidos y a la forma de evaluar.

 

 

 

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Uso de TIC en la práctica docente de los maestros de educación básica y bachillerato en la ciudad de Loja

El objetivo del estudio, fue identificar el nivel de conocimientos/aplicación pedagógica de TIC en los docentes de educación básica y bachillerato de la ciudad de Loja en el año 2009, basado en la metodología investigación mixta.

De acuerdo con los resultados obtenidos, se determinó la necesidad formativa de los docentes, debido a su escasa o nula implicancia a nivel curricular de los recursos tecnológicos disponibles.

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Dynamic Assessment as a Teaching Tool Assessment for Learning

Dr. Garb talks about why we test, in the context of our present use of summative and formative assessments (which she defines) and the subsequent widespread practice of "teaching to the test". She then offers an alternative-dynamic assessment-and tells us how to use it, and how it has impacted on learning according to research.

 

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Improve learning through FORMATIVE assessment [PDF from Queens University]

Formative assessment is critically important for student learning. Without informative feedback on what they do, students will have relatively little by which to chart their development.

 

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Blended learning para el aprendizaje en nuevas tecnologías aplicadas a la educación: un estudio de caso - Dialnet

Información de la tesis doctoral Blended learning para el aprendizaje en nuevas tecnologías aplicadas a la educación: un estudio de caso...
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New for back-to-school: 'Clickers' - CNET News

New for back-to-school: 'Clickers' - CNET News | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it
Students returning to school this fall may have a new item on their list of supplies--a gadget that's making classrooms more interactive. Photos: Clickers in the classroom A CNET article by Alorie Gilbert, Staff Writer, CNET News.
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10 Common Mistakes in Building an eLearning Strategy, by Marc J. Rosenberg

10 Common Mistakes in Building an eLearning Strategy, by Marc J. Rosenberg | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

“Get your people together and talk about this. The stakes are high; make adjustments and set a better course. As the ancient Chinese proverb puts it, ‘If you don’t change your direction, you’ll end up exactly where you are headed.’”

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Learning from Assessment, by Bill Boyle, Director CFAS University of Manchester

Learning from Assessment, by Bill Boyle, Director CFAS University of Manchester | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

PDF Document:

http://www.ciced.org/docs/2010.03.15_Boyle/Assessment_for_PLT_article.pdf

 

Assessment to support rather than just to measure learning has now been accepted as part of the government’s teaching and learning strategies (QCA, 2006) and a range of teacher support materials is now being produced (eg. AAIA, 2006).

This would be progress if it actually meant that teachers and schools were being enabled to leave behind a decade memorable only for accountability-driven, externally-set performance targets in which ‘assessment is synonymous with testing’ (Hall et al,2004) and ‘SATs success is the main driver for the models of pupildom available’ (Hall et al,2004) rather than for its contribution to teaching and learning.

[...]

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Rethinking the Design of Presentation Slides: The Assertion-Evidence Structure (Penn State University)

Rethinking the Design of Presentation Slides: The Assertion-Evidence Structure (Penn State University) | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

Recently, much criticism has been levied at PowerPoint's default structure of a topic-phrase headline supported by a bullet list of subtopics. This web page advocates an assertion-evidence structure, in which a sentence headline states the main assertion of the slide. That headline assertion is then supported not by a bullet list, but by visual evidence: photos, drawings, diagrams, graphs, films, or equations.

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CWSEI - Clicker Resources (Electronic Voting System)

CWSEI - Clicker Resources (Electronic Voting System) | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

Clickers are wireless personal response systems that can be used in a classroom to anonymously and rapidly collect an answer to a question from every student; an answer for which they are individually accountable.

 

This allows rapid reliable feedback to both the instructor and the students. Clickers are not a magic bullet but they become useful when the instructor has a clear idea as to what they want to achieve with them, and the questions are designed to improve student engagement, student-student interaction (on-topic), and instructor-student interaction.

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Clicker Implementation Models (EDUCAUSE Quarterly) | EDUCAUSE

Clicker Implementation Models (EDUCAUSE Quarterly) | EDUCAUSE | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

Using clicker technology in classrooms can increase student learning, participation, and attendance.

 

Clickers require a significant economic investment; deciding who pays is a key issue that gives rise to two implementation models: institution-pays and students-pay.

 

Although having students pay for clickers and earn incentives for their use improved student participation and attendance, the collected data — along with both instructor and student opinion — supports an institution-pays model.

 

More info about clickers: www.educlick.com

 

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More Colleges Are Using Hand-Held Devices as Classroom Aids

More Colleges Are Using Hand-Held Devices as Classroom Aids | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it

More than half a million college students now use wireless devices to register class attendance and take quizzes.

 

More info about clickers: www.educlick.com

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Active Learning Techniques at Texas University at Arlington

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Los niveles de evaluación y seguimiento de la formación (Calidad frente a Política)

En este artículo se presentan los aspectos críticos a tener en cuenta en el proceso de evaluación de la formación profesional para el empleo. Así, se comienza exponiendo una aproximación a dos conceptos centrales: la evaluación de políticas públicas y la nueva formación profesional para el empleo. En el primer caso se puntualizan las diferencias entre seguimiento y evaluación y se exponen diversos criterios que pueden orientar la evaluación de una política formativa; mientras que en el segundo se explicitan las características de la nueva formación profesional para el empleo y los principales desafíos que enfrenta en la actualidad.

 

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Artículo: La evaluación en los procesos de formación desde una perspectiva reflexivo-crítica. - Theoria

Ensayo que analiza la evaluación educacional en la universidad desde una perspectiva reflexivo-crítica, poniendo en discusión los paradigmas, las prácticas y las normativas que sustentan la acción evaluadora en los procesos de formacion.

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Classroom Assessment and the National Science Education Standards

Classroom Assessment and the National Science Education Standards | Modelos de Evaluación (Formativa, Sumativa y Diagnóstica) | Scoop.it
The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know?
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La evaluación formativa criteral aplicada a un centro de educación primaria - Dialnet

Información del artículo La evaluación formativa criteral aplicada a un centro de educación primaria...
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