Session Information
09 SES 12 C, Computer-Based Assessments
Paper Session
Contribution
Nowadays, the need to reassess the teaching-learning process also leads to the reconsideration of the role played by assessment. Assessment conditions and guides the students’ learning process (De Miguel et al, 2005; Martínez, Fernández, Gros and Blay, 2005), and must moreover be authentic as well as holistic, presenting the student with real life tasks or challenges which require an integrated range of knowledge, skills and attitudes (De Miguel et al, 2005, 44).
Therefore, when facing the process of assessment, it is essential to answer the following questions: What do we assess for? What and how to assess? Which criteria to use in the assessment?
What are our aims when we decide to assess the students’ competencies? We may aim to certify if the students have achieved the goals described as part of the syllabus (summative assessment), or maybe to develop a continuous process of assessment to incorporate the feedback that the students require (formative assessment). In this case, we aim to achieve above all the latter.
And what should we assess? Under a competency-based approach to teaching, Literature subjects have as cornerstone the reading competence, that is, the relationship between reading fluency and comprehension (Gates, 1921; Taguchi, 2006), as well as the competence in critical analysis. Both are not only essential in literary studies, but also cross-curricular to all degrees.
The essential matter then becomes how to assess them. Though there have been resources and instruments which focused on literal understanding, there was a lack of those oriented towards the development and assessment of critical analysis. Moreover, the incorporation of new technologies to higher education made necessary a self-critical approach to the traditional resources and instruments employed in teaching, which led to the use of virtual platforms that make e-assessment possible. Thereby, a series of resources and instruments have been designed to assess the students’ learning, and to be implemented in Moodle (Studium-USAL). Among the resources available, those which have been selected for the present study are: questionnaires, reading journals, databases, glossaries, wikis and written assignments. Together with them, as assessment instruments we will develop control lists to assess what tasks have been performed; estimation scales to assess the performance and the resulting product; and the analysis of the tasks.
Finally, when designing an assessment process, it is necessary to explicitly formulate the criteria that will determine the diagnostic estimation. In the framework of two subjects, The Rise of the Novel and Metafiction, the criteria by which to assess the students’ performances, products or activities could be divided into three groups: formal (presentation, accuracy, coherence, etc), attitudinal (observance of deadlines, participation, autonomy, etc) and conceptual (relevance of the content, originality, creation of a personal and critical discourse, etc).
With the abovementioned considerations in mind a group of teachers from the Department of English Philology and the University Institute of Education Science (IUCE) have created a series of resources and instruments for the e-assessment of critical analysis whose development and actual or potential use will be subsequently described.
Method
Expected Outcomes
References
Borham-Puyal, M. et al (2010). Lectura extensiva en inglés en la planificación con ECTS: ¿a qué velocidad lee un estudiante de filología inglesa? En Leonor Pérez Ruiz, Isabel Parrado Román y Patricia Tabarés Pérez (Ed.), Estudios de metodología de la lengua inglesa [V]. Valladolid: Secretariado de Publicaciones, Universidad de Valladolid, 433-440. Brown, S. and Glasner, A. (2003) Evaluar en la universidad. Problemas y nuevos enfoques. Madrid: Narcea. De Miguel, M. (dir.), (2005) Modalidades de enseñanza centradas en el desarrollo de competencias. Orientaciones para promover el cambio metodológico en el Espacio Europeo de Educación Superior. (Proyecto EA2005-0118). Servicio de publicaciones: Universidad de Oviedo. Disponible en: http://www.mec.es/univ/proyectos2005/EA2005-0118.pdf [Consulta: 9 de junio de 2007]. Gates, A. I. (1921). An experimental and statistical study of reading and reading tests. The Journal of Educational Psychology XII (6): 303-314. Ibarra Sáiz, M. S. and Rodríguez Gómez, G. (2010) Aproximación al discurso dominante sobre la evaluación del aprendizaje en la universidad, Revista de Educación, 351, 385-407. Ibarra Sáiz, M. S. and, Rodríguez Gómez, G. (2007) El trabajo colaborativo en las aulas universitarias: reflexiones desde la autoevaluación. Revista de Educación, 344, 355-37. Jornet, J. and González, J. (2009). Evaluación criterial: determinación de estándares de interpretación (EE) para pruebas de rendimiento educativo, ESE: Estudios sobre educación, 016, 103-123. Martínez, B.; Fernández, A.; Gros, B., and Romaña, T. (2005) El cambio de cultura docente en la universidad ante el Espacio Europeo de Educación Superior. En Esteban Chapapría, V. (Ed.), El Espacio Europeo d Educación Superior. Valencia: Editorial de la UPV, 95-163. Sans, A. (2005) La evaluación de los aprendizajes: construcción de instrumentos, Cuadernos de Docencia universitaria, nº 2, ICE-Universidad de Barcelona. Taguchi, E., Gorsuch, G., y Sasamoto, E. (2006). Developing Second and Foreign Language Reading Fluency and its Effect on Comprehension: a Missing Link. The Reading Matrix 6 (2): 1-18.
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