Session Information
27 SES 02 A, The Student's Perspective on Learning and Achievment
Paper/Poster Session
Contribution
Key competences are a topic of interest in the European educational context from its origin to the present (Pepper, 2011). In Spain started with the “LOE” (Royal Decree-Law 1513/2006) to publish eight key competences: (1) Communication competence; (2) Mathematical competence; (3) Knowledge and interaction with the physical environment; (4) Data processing and digital competence; (5) Social and civic competence; (6) Cultural and artistic competence; (7) Lifelong learning; and (8) Autonomy and personal initiative. Since then, the key competences have continued to develop until the recent LOMCE (Royal Decree-Law 126/2014). To assess this evolution is needed to use valid and reliable indicators of evaluation. Among the most significant evaluations done by the number of countries participating in them, two studies conducted by the IEA (International Association for the Evaluation of Performance in Education) are: TIMSS (Trends in International Study of Mathematics and Science) and PIRLS (International Study Progress in Reading Comprehension). In both student performance and learning developed in the fourth year of elementary education is evaluated. The educational community (students, families and teachers) is defined as the fundamental unit that aims to improve the teaching process. In addition to the assessment tests to meet academic performance was considered essential to know the perception of students. Coherence with this, the purpose of this paper was to determine the beliefs of elementary education students on their achievement in terms of key competences.
Method
Expected Outcomes
References
Martínez García, J. S., & Córdoba, C. (2012). Rendimiento en lectura y género: una pequeña diferencia motivada por factores sociales. Publicado en PIRLS-TIMSS 2011, Estudio Internacional de progreso en comprensión lectora, matemáticas y ciencias. IEA, Volumen II (5), Informe español. Análisis secundario. Medina, A., Domínguez, M.A. y Sánchez, C. (2013). Evaluación de las competencias de los estudiantes: modelos y técnicas para la valoración. Revista de investigación educativa, 31(1), 239-255. Monarca, H., y Rappoport, S. (2013). Investigación sobre los procesos de cambio educativo: El caso de las competencias básicas en España. Revista de Educación, Extraordinario, 54-78. DOI: 10.4438/1988-592X-RE-2013- EXT- 256. Pepper, D. (2011). Assessing key competences across the curriculum and Europe. European Journal of Education, 46(3), 335-353. Royal Decree_Law 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación Primaria (BOE 293, de viernes 8 de diciembre de 2006), pp. 43053. Royal Decree_Law 126/2014, de 28 de febrero, por el que se establecen el currículo básico de la Educación Primaria (BOE 52, de sábado 1 de marzo de 2014), pp. 19349.
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