A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool
Abstract Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003) model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.
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Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167.
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Spiro, R. J., Feltovich, P. J., Jacobson, M. J. y Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: random access instruction for advanced knowledge acquisition in illstructured domain. En Constructivism and the technology of instruction: a conversation. Hillside, NJ: Lawrence Erlbaum Associates.
Valentín, A., Mateos, P. M., González-Tablas, M. M., Pérez, L., López, E., & García, I. (2013). Motivation and learning strategies in the use of ICTs among university students. Computers & Education, 61, 52-58.
http://dx.doi.org/10.1016/j.compedu.2012.09.008
Varela, J. L. M., Giralt, E. G., & Gallego, G. A. (2012). El ABP en los estudios universitarios de las artes. Un análisis del papel del tutor experto y no-experto en la identificación de los objetivos de aprendizaje. CIDUI-Llibre d’actes, 1(1). Recuperado a partir de http://www.cidui.org/revistacidui12/index.php/cidui12/article/view/53
Vigotsky, L. S. (1979). El desarrollo de los procesos psíquicos superiores. Barcelona: Editorial Crítica.
Vigotsky, L. S. (1988). Interacción entre enseñanza y desarrollo. En Selección de lecturas de Psicología Pedagógica y de las Edades, Tomo III. La Habana: Editora Universidad.
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167.
http://dx.doi.org/10.1080/713695728
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.
http://dx.doi.org/10.1080/02602930600679050
Cabero, J., & Llorente, M. C. (2008). Del eLearning al Blended Learning: nuevas acciones educativas. Quaderns Digitals, 51 (ISSN 1575-93939). Recuperado el 20 de julio de 2014, de: http://tecnologiaedu.us.es/cuestionario/bibliovir/jca19.pdf.
Cabero, J., & Llorente, M. C. (2010). La experiencia formativa de los alumnos en el Campus Andaluz Virtual (CAV). RUSC. Revista de Universidad y Sociedad del Conocimiento, 7, (2)1-14.
Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500.
http://dx.doi.org/10.1016/j.system.2003.03.002
Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66.
http://dx.doi.org/10.1080/14703290601081332
Carless, D., Joughin, G., & Liu, N. F. (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press.
http://dx.doi.org/10.5790/hongkong/9789622098237.001.0001
Carless, D., Joughin, G., & Mok, M. M. C. (2006). Learning-oriented assessment: principles and practice. Assessment & Evaluation in Higher Education, 31(4), 395-398.
http://dx.doi.org/10.1080/02602930600679043
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
http://dx.doi.org/10.1080/03075071003642449
Cieza, J. A. (2011). El proyecto «tutoría entre compañeros» en la Facultad de Educación de la Universidad de Salamanca. Aula, 17, 249–254.
De-Juanas Oliva, Á., & Beltrán Llera, J. A. (2013). Valoraciones de los estudiantes de ciencias de la educación sobre la calidad de la docencia universitaria. Educación XX1, 17(1). Recuperado a partir de http://e-spacio.uned.es/revistasuned/index.php/educacionXX1/article/view/10705
Dillenbourg, P. (1999). What do you mean by collaborative learning? En collaborative-learning: Cognitive and computational approaches. (pp. 1–19). Oxford: Elsevier. Recuperado a partir de http://halshs.archives-ouvertes.fr/docs/00/19/02/40/PDF/Dillenbourg-Pierre-1999.pdf
Dolmans, D. H. J. M., & Ginns, P. (2005). A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability. Medical Teacher, 27(6), 534-538.
http://dx.doi.org/10.1080/01421590500136477
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3–31.
Hernández-Pina, F., Martínez, P., Da Fonseca, P., & Rubio, M. (2005). Aprendizaje, competencias y rendimiento en Educación Superior. Madrid: Editorial La Muralla.
Ibarra Sáiz, M. S., Rodríguez Gómez, G., & Gómez Ruiz, M. Á. (2012). La evaluación entre iguales: beneficios y estrategias para su práctica en la universidad. Revista de Educación, 359, 206–231.
http://dx.doi.org/10-4438/1988-592X-RE-2010-359-092
Knight, P. T. (2002). Summative Assessment in Higher Education: Practices in disarray. Studies in Higher Education, 27(3), 275-286.
http://dx.doi.org/10.1080/03075070220000662
Liu, N. F. y Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.
http://dx.doi.org/10.1080/13562510600680582
López, E., Valentín, A., & González-Tablas, M. M. (2012). De las condiciones del prácticum de la licenciatura en psicología a las competencias del grado: análisis de las valoraciones de los alumnos. En González Ferreras, C., González Manjón, D., Mestre Navas, J. M., & Guil Bozal, R. (Coords.), Aportaciones recientes al estudio de la Motivación y las Emociones (pp. 47-55). Cádiz: Fénix Editora.
McArthur, J., & Huxham, M. (2013). Feedback unbound: From master to usher. En S. Merry, M. Price, D. Carless y M. Taras, Eds. Reconceptualising Feedback in Higher Education: Developing dialogue with students. London: Routledge.
Orsmond, P., & Merry, S. (2011). Feedback alignment: effective and ineffective links between tutors ’and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36(2), 125-136.
http://dx.doi.org/10.1080/02602930903201651
Quesada Serra, V., Rodríguez-Gómez, G., & Ibarra Sáiz, M. S. (2013). ActEval: un instrumento para el análisis y reflexión sobre la actividad evaluadora del profesorado universitario. Revista de Educación, (362. Septiembre - Diciembre), 69- 104.
http://dx.doi.org/10.4438/1988-592X-RE-2011-362-153
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119–144.
http://dx.doi.org/10.1007/BF00117714
Sadler, D. R. (2002). Learning dispositions: can we really assess them? Assessment in Education: Principles, Policy & Practice, 9(1), 45-51.
Spiro, R. J., Feltovich, P. J., Jacobson, M. J. y Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: random access instruction for advanced knowledge acquisition in illstructured domain. En Constructivism and the technology of instruction: a conversation. Hillside, NJ: Lawrence Erlbaum Associates.
Valentín, A., Mateos, P. M., González-Tablas, M. M., Pérez, L., López, E., & García, I. (2013). Motivation and learning strategies in the use of ICTs among university students. Computers & Education, 61, 52-58.
http://dx.doi.org/10.1016/j.compedu.2012.09.008
Varela, J. L. M., Giralt, E. G., & Gallego, G. A. (2012). El ABP en los estudios universitarios de las artes. Un análisis del papel del tutor experto y no-experto en la identificación de los objetivos de aprendizaje. CIDUI-Llibre d’actes, 1(1). Recuperado a partir de http://www.cidui.org/revistacidui12/index.php/cidui12/article/view/53
Vigotsky, L. S. (1979). El desarrollo de los procesos psíquicos superiores. Barcelona: Editorial Crítica.
Vigotsky, L. S. (1988). Interacción entre enseñanza y desarrollo. En Selección de lecturas de Psicología Pedagógica y de las Edades, Tomo III. La Habana: Editora Universidad.
Valentín Centeno, A., González-Tablas Sastre, M. del M., López Pérez, M. E., & Mateos García, P. M. (2016). A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool. Education in The Knowledge Society, 17(1), 65–86. https://doi.org/10.14201/eks20161716585
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