La evaluación compartida: investigación multidisciplinar (Shared assessment: Multidisciplinary research)
Edited by Frances Watts and Amparo García-Carbonell
Valencia: Editorial de la UPV
2006
Abstracts translated from Spanish
1. Students and teachers as raters of oral presentations. Juan Marín-Garcia
This study analyzes the results of incorporating students in the assessment process and the conclusions reached after the trial during the academic year 2004-05. The field work focused on checking the degree of agreement in the grades given by the students in relation to those by the teacher. Similarly, the relationship between the marks awarded by the teacher and those assigned by four external judges is examined. Findings seem to indicate that students can rate their peers’ oral presentations competently and that in their marks no significant differences are appreciated when compared with those awarded by the instructor of the course.
2. Qualitative and quantitative research in co-assessment: Tutor/student correlation. Begoña Montero-Fleta
This qualitative and quantitative study focuses on shared assessment, in the line of the papers on group work assessment by Freeman (1995), the analysis of correction criteria in peer assessment investigated by Orsmond, Merry and Reiling (1996) and the differences in the marks assigned by teachers and students observed by Stefani (1994), Kwan and Leung (1996) and MacAlpine (1999). The study presented in this paper approaches, on one hand, both the process and the final product starting from the oral presentation of a group project carried out in a university environment and the subsequent peer- and self-assessment by the student with respect to the process. On the other hand, co-assessment by other students together with the teacher’s assessment of the final product is analyzed. The findings study the correlation between tutor and student and are contrasted with results obtained by other researchers.
3. A guide for co-assessment of team work. Fernando González Ladrón de Guevara
This study uses qualitative and quantitative methodology to develop a guide that will allow the application of a protocol to assess team work by both peers (other teams) and the teacher. The study also attempts to validate the reliability of the guide. The field work was carried out in the course “Production engineering and operation management” given in the School of Telecommunications Engineering during the academic year 2004-05. Findings show the relationship between the assessment by teams and by the instructor, on considering the different aspects included in a guide for the co-assessment of team work.
4. Assessment, co-assessment and self-assessment of group work in map reading. Mª Ángeles Andreu-Andrés and Miguel García-Casas
This paper describes a multitask for group work in which the students of each group, in addition to sharing responsibilities in carrying out the task, self-assess performance (process assessment) and assess the contributions of the other groups during the reading of a topographical map, according to the criteria agreed upon by the entire class in the form of rating grids (product assessment). From a statistical standpoint, the reliability of the variables chosen to assess and compare marks awarded by the teacher and the students (co-assessment) is examined.
5. Experience in group work assessment in mathematics. Mª José Pérez-Peñalver
This paper describes a first attempt at(in) group work assessment in two courses in first-year mathematics in Civil Engineering. Although the group activities are totally different in content and approach, they share the common objective of introducing the students to collaborative work strategies. Different techniques were used to assess both the product and the process of the tasks performed by the groups, an activity in which the students were involved. The results obtained allow drawing conclusions as to how to enhance the organization of group tasks and how the students feel when carrying out the tasks.
6. The relationship between self and tutor assessment. Estimation of student time dedicated to study. Frances Watts, Amparo Garcia-Carbonell and Nieves Martínez Alzamora.
This paper presents the findings of the research carried out with students of Advanced English in the School of Telecommunications Engineering during the academic year 2004-05. Group work as a teaching strategy favors the effectiveness of the simulation and gaming methodology used in the course and entails the need to employ diagnostic, formative and summative assessment instruments. The main objective of the study is to compare student self-assessment with tutor assessment. A second objective is the estimation of the individual time that students dedicate to the study and preparation of the course. The findings indicate that there is no significant difference between self- and tutor assessment, which may be considered a demonstration of the consolidation of the assessment system used.
7. Research on assessment in a university course in general chemistry. Juan Llorens
This paper describes different innovations in teaching related both to strategies and assessment methods in the context of a first-year general chemistry course in the Agricultural Engineering degree program. In the proposals set forth special attention is given to formative assessment and its influence on academic achievement. In addition, the relationship between achievement in assessment tasks performed in a group with respect to individual results is studied from a theoretical perspective based on the concept of “area of proximal development” by Vygotsky,. Similarly, how the differences observed depend on the cognitive demand of the tasks is also analyzed.
8. Continuous and formative assessment in a university chemistry course. Miguel Anglés, Mónica Edwards, Rafael Llopis and Juan Llorens
This paper presents the results of research on a proposal of continuous assessment developed over a three-year period with students of a first-year course in chemistry for engineering. The proposal, of constructivist orientation and underpinned by the theory of information processing and conceptual change, focuses on cooperative work and on the design of assessment activities integrated in the whole process of teaching and learning. The scope and effectiveness of the proposal is laid out in detail as well as the the application of the specific software (Paris) used to optimize development and self-assessment. The results obtained in this study show a notable improvement in the degree of participation, in learning and, as a consequence, in the students’ academic achievement.