Rubrics

Dans le cadre des activités de l’Association Nationale des Enseignants de Français du Liban (ANEFL), cette formation, donnée les 15 et 22 octobre 2022, visait à initier les participants à l’utilisation des grilles d’évaluation critériées dans l’enseignement et l’évaluation des apprentissages.

La présentation a permis de :

Définir ce qu’est une grille critériée et son rôle dans l’objectivation des évaluations.
Identifier les composantes d’une grille, incluant les critères, sous-critères, indicateurs, échelles d’appréciation et pondération.
Analyser les avantages des grilles critériées, aussi bien du point de vue de l’enseignant (gain de temps, fiabilité de l’évaluation) que de l’apprenant (guidage de l’apprentissage, développement de l’esprit critique).
Explorer les outils numériques permettant de générer et d’utiliser ces grilles dans un cadre institutionnel (Moodle, Google Classroom, MsTeams, Quickrubrics).
Réfléchir aux implications pédagogiques, en insistant sur l’importance d’une co-construction des grilles avec les apprenants pour favoriser leur engagement et améliorer la transparence des attentes.
La formation a combiné des conférences interactives, ateliers pratiques et analyses de cas, mettant l’accent sur l’application concrète de ces outils dans la pratique éducative.

Starting with a limited sample of Bernardino da Feltre's sermons (62-66, as they appear in the Varischi edition and the manuscripts A17-A18), the essay aims to advance some linguistic considerations on their vernacular parts by examining which phono-morphological peculiarities are attributable to the preacher and which to the scribe; the essay also aims to highlight some stylistic and lexical specificities of the sermons, with a focus on the most interesting terms found in this sample of sermons.

Öz Bu çalışmanın amacı "ilkokul öğrencilerine yönelik problem çözme testi ve dereceli puanlama anahtarı" geliştirmek ve psikometrik özelliklerini belirlemektir. Araştırma nicel araştırma yöntemlerinden tarama türünde tasarlanmıştır. Araştırmaya 2021-2022 eğitim öğretim yılında Ankara ilinde öğrenim görmekte olan 105 ilkokul 4. sınıf öğrencisi katılmıştır. Problem çözme dereceli puanlama anahtarı Polya'nın problem çözme basamakları temelinde şekillendirilmiştir. Bu basamaklara, zamanı etkin kullanma ve alternatif çözüm önerisi sunma kriterleri de eklenerek bir puanlama anahtarı tasarlanmıştır. Problem çözme testi geliştirilirken de 4. Sınıf düzeyinde problem çözme kazanımları ekseninde 8 soru hazırlanmıştır. Araştırmada ölçeğin geçerliğini belirlemek amacıyla yapılan açımlayıcı faktör analizi sonucunda problem çözme testinin, araştırmada olması beklendiği gibi tek faktörden oluştuğu, maddelerin toplam varyansı açıklama oranının ise %81 olduğu görülmüştür. Ölçeğin güvenirliğine ilişkin Cronbach alfa değeri .96'dır. Çok yüzeyli Rasch analizi sonuçlarına göre ölçeğin puanlayıcılar arası güvenirlik değerlerinin eşit olduğu sonucuna ulaşılmıştır. Ölçeğe ilişkin yapılan analizler sonucunda 8 madde ve tek faktörden oluşan geçerli ve güvenilir bir ölçek elde edilmiştir.

Si bien se han publicado numerosas experiencias sobre las posibilidades de la inteligencia artificial (IA) en la educación en general, no existen, hasta la fecha, publicaciones o revisiones específicas sobre su aplicación en una materia tan particular como el prácticum y las prácticas externas en la universidad. El presente trabajo expone un modelo consolidado de tutorización, supervisión y evaluación de los portafolios digitales en el prácticum y TFG del grado en Pedagogía. Tras la exposición de los hitos más relevantes del modelo, se analizan las posibilidades del uso de la IA en los portafolios digitales para la formación pre-profesional en contextos reales. Se describen las funciones principales y la integración de la IA en el modelo, para concluir con las funciones más relevantes encontradas de su aplicación, especialmente en los diarios reflexivos.

El 2002 es va demanar a l'Agència de Gestió d'Ajuts Universitaris i de Recerca (AGAUR) el projecte "L'aprenentatge cooperatiu com a eina de millora de la qualitat docent" el qual perseguia, entre d'altres, tres objectius principals. El primer objectiu era fer un llibre en el qual es recollissin els elements fonamentals de l'aprenentatge cooperatiu (AC) en l'àmbit universitari i es descrivissin un seguit d'experiències dutes a terme per un grup de professors de la UPC. Al llarg dels 2 anys i mig que ha durat el projecte s'hi ha pogut incorporar experiències de professors d'altres universitats que han anat coneixent els avenços parcials de la publicació. El segon objectiu era fer un vídeo en el qual s'expliquessin de manera molt concisa els aspectes bàsics de l'AC. El tercer era fer una pàgina web que servís de plataforma de presentació de l'AC i de les activitats del GIAC (grup d'interès en AC que depèn de l'ICE de la UPC). En aquesta mateixa pàgina web () hi ha una part dels continguts del primer objectiu i tots els continguts del segon. Aprenentatge cooperatiu, treball en grup, EEES, metodologies actives d'aprenentatge. La idea de demanar un ajut per aquest projecte va sorgir de l'equip dirigent de l'ICE al 2001 i que eren Javier Bará, Miguel Valero, Mª Pilar Almajano i Francisco Calviño. Es va demanar un primer projecte avalat per una vintena de professors de la UPC però no va ser seleccionat entre els millors. L'any següent es va reformar tot el projecte i varem aconseguir finançament per dur-lo a terme.

The master thesis is usually conceived as a tutored individual work in which the student develops different competences to achieve a well defined goal. These competences are usually a subset of those defined in the master program and possibly, partially or totally, developed in one or several subjects in the master. Since the master thesis represents in the majority of master degrees the biggest activity in terms of ECTS and dedication time of the student, an accurate management of it is needed to assure that the associated competences are achieved.

Graus i màster grau d'Educació Social; grau de Pedagogia; grau de mestre d'Educació Primària i grau de mestre d'Educació Infantil 2-RESUM I DESCRIPTORS 2.1. Resum Durant el curs 2018-2019, professors i professores que imparteixen docència en el grau d'Educació Social, el grau de Pedagogia, el grau de mestre d'Educació Primària i del grau de mestre d'Educació Infantil i en el màster de Psicopedagogia dels departaments Mètodes d'Investigació i Diagnòstic en Educació i de Didàctiques Aplicades han implementat, en les seves assignatures, una innovació docent per promoure el desenvolupament integrat de les competències transversals mitjançant la metodologia per projectes en un entorn virtual (google sites). La innovació docent fonamenta i entén l'aprenentatge en base a tres pilars: l'aprenentatge per competències; l'aprenentatge per projectes; i l'aprenentatge en entorns virtual. I ha consistit, per una banda, en el disseny, planificació i avaluació d'un projecte de manera col•laborativa en un entorn virtual (google sites) i, per altra banda, en la gestió col•laborativa del disseny, planificació i avaluació del projecte. En termes generals, la valoració de la innovació docent és positiva tant per part dels estudiants participants com per al professorat. Per part dels estudiants, s'ha constatat que l'aprenentatge vist des d'aquesta perspectiva (competencial, actiu i digital) fa emergir tant les fortaleses com les mancances. Per part del professorat participant, la visió de l'aprenentatge vist des d'aquestes tres perspectives, ha suposat un repte i ha generat un procés de reflexió sobre l'abordament de la pràctica docent i les necessitats formatives del professorat universitari dins aquest marc pedagògic-didàctic. 2.1. Descriptors: Aprenentatge en entorns virtuals; Aprenentatge professionalitzador; Metodologies actives per a l'aprenentatge; Aprenentatge basat en projectes. Com ja s'ha assenyalat, el projecte focalitza la innovacio docent en els tres eixos que es consideren pilars bàsics formatius i que estan poc instaurats en la pràctica docent universitària: L'aprenentatge per competències; l'aprenentatge basat en projectes (ABP) i l'aprenentatge en xarxa (entorn virtual). Aquests eixos tenen especial incidència tant en la formacio i millora de la qualitat docent del professorat com per la formacio i desenvolupament competencial dels estudiants de les assignatures que han format part del projecte d'innovació. Per els estudiants, la innovació docent significa desenvolupar les compete ncies transversals de manera global, tal com es presenten en el mo n professional. Es prete n doncs que els estudiants, mitjançant l'APB virtual, prenguin consciència i desenvolupin les compete ncies transversals. Igualment, introduir els estudiants en el treball en xarxa. Sovint, els estudiants tenen una visió fragmentada de la seva formació, poc significativa i vinculada a la seva tasca professional. Pel professorat, La innovació docent significa una manera de reforçar i millorar l'activitat docent orientada al desenvolupament de les compete ncies transversals, a l'ABP i habituar-se a utilitzar aplicacions digitals. El repte resideix en adaptar o transformar, si s'escau, les activitats d'aprenentatge en projecte i que aquest s'elabori en un entorn virtual, en aquest cas, el google sites. En conclusió, la innovació docent duta a terme ha pretès: -Formar i millorar la qualitat docent del professorat en dos entorns d'aprenentatge: ABP i entorn virtual/digital. -Desenvolupar les compete ncies transversals dels estudiants en dos entorns d'aprenentatge: ABP i entorn virtual/digital. La finalitat del projecte d'innovació docent es centra en el desenvolupament integrat de les competències transversals mitjançat un projecte en un entorn virtual. Per tant, s'han plantejat dos objectius generals: 1. Dissenyar, planificar i avaluar un projecte de manera col•laborativa en un entorn virtual. 2. Gestionar de manera col•laborativa el disseny, la planificació i l'avaluació del projecte. GRAU D'EDUCACIÓ SOCIAL 360851 Interrogants i reptes de futur 360863 Identitat i desenvolupament professional 360977 Pràctiques externes GRAU DE PEDAGOGIA 360706 Estadística aplicada a l'educació 365667 Professionalització i sortides laborals I 361272 Resolució de problemes educatius a través de la recerca educativa GRAU D'EDUCACIÓ INFANTIL 361121 Acció tutorial: relacions família, escola i comunitat 361144 Practicum I (doble itinerari Educació Infantil i primària) GRAU EDUCACIÓ PRIMÀRIA 361098 Recerca i innovació en la pràctica educativa 361041 Acció tutorial: relacions escola, família i comunitat 363249 El fons musical a les biblioteques (menció: Biblioteques escolars) MÀSTER DE PSICOPEDGOGIA 565660 Orientació i transicions laborals El professorat de les assignatures implicades han seguit el mateix procediment d'implementació (veure taula 2). Tot i així, el professorat ha hagut d'adaptat le posada en marxa de l innovació docent d'acord a les característiques del pla docent (veure annex). Tot el professorat ha utilitzat l'aplicació del google sites com espai virtual perquè els estudiants duguessin a terme el seu projecte i el poguessin gestionar. De la mateixa manera, el professorat participant, en el si de la seva assignatura, ha decidit el procediment de seguiment del treball dut a terme per l'alumnat. Així doncs, hi ha professorat que han utilitzat el drive, altres ho han fet directament a través del google sites i un dels professors participants ha utilitzat l'app Slack 3. AVALUACIÓ DE LA INNOVACIÓ DOCENT. Anàlisi de les fortaleses i debilitats de la innovació docent (DAFO). Ja ho van fer.

The current study describes the process of development and validation of a rubric for assessing educational robotics skills among middle school students. A multiphase method has been followed, including a literature study, expert consultation, content validation, pilot testing, reliability analysis, and construct validation. The resulting dual-category rubric designing and programming skills were further elaborated by specific criteria and performance levels. Content validation identified seven key criteria: stability and durability, motors, innovation, code organization, dependability and reliability, movement and rotation, and innovative use of sensors. The results of inter-rater reliability analysis for all criteria indicated good agreement, with Krippendorff’s alpha ranging from 0.941 to 1.000. Additionally, construct validation using exploratory factor analysis confirmed a two-factor structure that aligns with the intended domains of design and programming skills, explaining 67.4% of the total variance. The rubric was consistent with learning/teaching theories such as Bloom’s taxonomy, constructivist learning theory, and self-determination theory. This rubric fulfills the existing need for a specific assessment tool in educational robotics and supports educational practices through very detailed feedback to students on their performance. This adds much to educational assessment and education in robotics and enhances teaching and learning outcomes for STEAM education in various settings.

Researchers in education often struggle with multi-group designs, especially when testing theory-driven hypotheses. This study introduces Planned Contrast Analysis (PCA) as a precise and underused statistical tool that surpasses ANOVA and post-hoc tests. Using JASP, an open-source software. We show how PCA works with a robotics education study with three instructional approaches: rubrics-based instruction with explanations, rubrics without explanations, and traditional instruction. The study had 96 Jerusalem middle school students. Our results show that PCA gives more detail than ANOVA and post-hoc tests and that rubrics-based instruction with explanations outperforms the other methods in both robotics skills and academic self-regulation. This paper contributes to education research by providing a step-by-step methodology for PCA and a clearer understanding of the impact of educational interventions.

The study attemps to identify the sources of the Leitourgikon
printed at Dealu Monastery (Wallachia) in 1646. Thus, this edition
is here compared with some of the most important Ruthenian
Sluzhebniki printed in the first half of the 17th century. The Wallachian
Leitourgikon is not a simple reprint of a particular Ruthenian edition,
having a table of contents that individualizes it. However, the
comparative analysis shows that its main model was the 1637 Lviv
Sluzhebnik. Therefore, the Dealu Leitourgikon is part of the liturgical
reform program of the Church of Wallachia in the 17th century, which
had as an essential component the printing of liturgical books of
the Ruthenian tradition.

In the current European context, and in the Spanish in particular, with the entire system in global crisis, where everything moves fast and few things remain unaltered, the university has the challenge of training people to be prepared to deal with the changing environment, who must be prepared, at any given time, to compete to get or keep a job, to reinvent themselves at work, to be able to make the leap to other countries or to create their own job or company. Society needs creative and competitive enterprises that offer new products and services, with managers and workers trained for these tasks. In the educational context, the accumulation of knowledge content is losing meaning and the acquisition of procedures and attitudes is gaining presence. Therefore, the generic skills are becoming relevant in the whole educational process, and more specifically innovation competence. In this paper we examine the components of innovation competence with the objective of introducing it into the university curriculum so that graduates will be better prepared for the work place.

Algorithmic thinking is a key element for individuals to be aligned with the computer era. Its study is important not only in the context of computer science but also in mathematics education and all STEAM contexts. However, despite its importance, a lack of research treating it as an independent construct and validating its operational definitions or rubrics to assess its development in university students through confirmatory factor analysis has been discovered. The aim of this paper is to conduct a construct validation through confirmatory factor analysis of a rubric for the algorithmic thinking construct, specifically to measure its level of development in university students. Confirmatory factor analysis is performed on a series of models based on an operational definition and a rubric previously presented in the literature. The psychometric properties of these models are evaluated, with most of them being discarded. Further research is still needed to expand and consolidate a useful operational definition and the corresponding rubric to assess algorithmic thinking in university students. However, the confirmatory factor analysis confirms the construct validity of the rubric, as it exhibits very good psychometric properties and leads to an operational definition of algorithmic thinking composed of four components: Problem analysis, algorithm construction, input case identification, and algorithm representation.

The goal of the present study was to design a program to support tutoring through the creation of learning strategies to impact students’ academic development, promote attitudes of self and peer evaluation, based on evaluation criteria from previously established evidence. The method was research action. We made a mixed, transversal, descriptive study with 285 participants from the psychology and optometry programs of the Interdisciplinary Center of Health Sciences, at the Santo Tomas Center of the National Polytechnic Institute (ipn). Six phases were developed that focused on: searching for bibliographic information on the topic; the organization, implementation, and follow-up of the orientation and support sessions,

In order to systemically improve student achievement in elementary literacy, a large urban school district partnered with a local university to develop a model for high-quality professional development that hopefully would result in long-term changes in teachers' literacy instructional/practices. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/language arts' status. The resulting literacy academy provided approximately 150 hours of professional development over time through two semesters of graduate level course work; 60 hours of it job-embedded. The Literacy Academy was based on a capacity-building model to build teacher knowledge and expertise in reading instruction, specifically in the areas of classroom assessment and use of student data to inform instruction; effective teaching methods in such areas as phonics, phonemic awareness, comprehension, fluency, vocabulary development, and writing; adapting instruction for students having special needs; and family involvement techniques. Weekly literacy coaching supported the translation of the new learning into practice. A mixed method design was used in this study and the results of this work are presented.

La socioformación es un enfoque educativo que promueve el desarrollo integral de competencias a través del aprendizaje situado y colaborativo, orientado a la resolución de problemas reales. Este artículo presenta la planeación de un curso de "Estudios Generales de Deporte" basado en este enfoque, considerando la necesidad de vincular la teoría y la práctica deportiva con los problemas sociales del entorno. A través de la metodología del Aprendizaje Basado en Proyectos (ABP) y el trabajo colaborativo, se busca fomentar en los estudiantes la capacidad de diseñar y ejecutar programas deportivos inclusivos, contribuyendo al desarrollo social y al bienestar humano.

This study aims to introduce the information seeking anxiety construct as a phenomenon among postgraduate students. It also presents the Information Seeking Anxiety Scale (ISAS) as a valid and reliable instrument. Further, the current study investigates the prevalence of information seeking anxiety among postgraduate students at a research-intensive university in Kuala Lumpur, Malaysia. Results of the study revealed that while information seeking anxiety is present among the studied students, the overall level is not high. Additionally, Different levels (low, mild, moderate and severe levels) of the information seeking anxiety construct were reported to have experienced by 96.5% of the postgraduate students at the sampled university.

This is the author's manuscript for a work that has been accepted for publication. Changes resulting from the publishing process, such as copyediting, final layout, and pagination, may not be reflected in this document. The publisher takes permanent responsibility for the work. Content and layout follow publisher's submission requirements.

Competencias de carácter instrumental Capacidad de análisis y síntesis Si Capacidad de organizar y planificar Si Conocimientos generales básicos Si Conocimientos básicos de la profesión Si Comunicación oral y escrita en la propia lengua Si Conocimiento de unan segunda lengua No Habilidades básicas de manejo del ordenador No Habilidades de gestión de la información No Resolución de problemas Si Toma de decisiones No Competencias de carácter interpersonal Capacidad crítica y autocrítica Si Trabajo en equipo Si Habilidades interpersonales Si Capacidad de trabajar en un equipo interdisciplinar No Capacidad para comunicarse con expertos de otras áreas. No Apreciación de la diversidad y multiculturalidad. No Habilidad de trabajar en un contexto internacional. No Compromiso ético. Si Competencias sistémicas Capacidad de aplicar los conocimientos en la práctica Si Habilidades de investigación Si Capacidad de aprender Si Capacidad de adaptarse a las nuevas situaciones Si Capacidad para generar nuevas ideas (creatividad) Si Liderazgo No Conocimiento de culturas y costumbres de otros países. No Habilidad para trabajar de forma autónoma. No Diseño y gestión de proyectos. No Iniciativa y espíritu emprendedor. No Preocupación por la calidad. Si Motivación de logro. Si * porcentaje de alumnos que completaron la práctica sobre matriculados ** porcentaje de alumnos sobre evaluados

Background Even though several initiatives have been undertaken in different locations worldwide to collect clinical data in homeopathy, it is important to further investigate these aspects in the context of health care in India. Objective The study aimed to gather and analyze patients' clinical data and to derive insights into homeopathic treatment using an internet-based software program for data storage, retrieval and repertorization. Methods A multi-center observational study was conducted across 14 homeopathy outpatient clinics in India that are affiliated with the Central Council for Research in Homoeopathy (CCRH). Patient symptoms and demographic details were documented anonymously, and prescriptions were guided by repertorial suggestions from the Vithoulkas Compass software. During follow-up visits, treatment outcome was also recorded using an online assessment form. A retrospective analysis of data on patients' demographics, follow-up visits, morbidity (International Classification of Diseases 11th Revision), rubrics used, prescribed medicines and the level of improvement was achieved using Microsoft Excel-generated pivot tables.

Background: Learning how to write a scientific paper is a mandatory part of medical education at many universities. The criteria for passing the exam are not always clear; the grading guidelines are often sparse and sometimes poorly defined. Therefore, the use of rubrics can be appropriate. Purpose: The aim of this study was to test inter-rater reliability and to test agreement for the modified rubrics for the assessment of master's theses in medical education at a Swedish university. Method: Modified scoring rubrics were used for grading and assessment of the master's thesis at the medical programme at Lund University. The rubrics include 10 items, graded from 1 to 4. To study the inter-rater reliability and agreement of the rubrics, three teachers included in the management of the course used the rubrics and assessed all projects. Results A total of 37 projects were read by the three raters. Intraclass correlation for the total score was 0.76 (CI 0.59-0.87). Absolute agree...

El objetivo de la investigación presentado en este artículo es el conocer cuáles son instrumentos de evaluación más empleados entre el profesorado de educación primaria en la provincia de Valencia. Este objetivo inicial pretende, en posteriores investigaciones, compararse con las metodologías que estos profesores manifiestan en su docencia. Se presentan los resultados de una encuesta aplicada a dichos profesores, integrando aspectos sobre el proceso evaluativo, identificando los instrumentos de evaluación utilizados y su frecuencia de aplicación dependiendo básicamente del tipo área de aprendizaje desarrollado. En términos de frecuencia, el profesorado reconoce que las pruebas objetivas son las más usadas, prefiriendo instrumentos de evaluación que les permitan demostrar más de una habilidad cognitiva y que a través de los mismos accedan tanto a la temática a tratar teniendo presente la posible diversidad de alumnado como a la búsqueda de una enseñanza personalizada. El profesorado ...

Libro de Actas | 100 XVI Symposium Internacional sobre el Prácticum y las prácticas externas: "Prácticas externas virtuales versus presenciales: transformando los retos en oportunidades para la innovación." SYMPOSIUM AUTOORGANIZADO REDTICPRAXIS RES0020 Análisis de videoexperiencias en la RedTICPraxis (Red sobre las TIC en prácticum y prácticas externas)

In this paper, we consider the survivable network design problem for simultaneous unicast and anycast flow requests. We assume that the network is modeled by a connected and undirected graph. This problem aims at finding a set of connections with a minimized network cost in order to protect the network against any single failure. The cost is computed using the all capacities modular cost (ACMC) model and a set of flow demands. We name it as ACMC-based survivable network design problem (ASNDP). It is proved that the problem is NP-hard. We introduce a multi-objective approach to solveA-SNDP. The objectives are to minimize the network cost (NCost) and the network failure (NFail). Extensive simulation results on instances of Polska, Germany and Atlanta networks showed the efficiency of the multi-objective approach for solving A-SNDP [2] Long Nguyen, Bui Thu Lam and Husein Abbass,(11/2014), DMEA-II: the Direction-based Multi-objective Evolutionary Algorithm –II, Soft Computing, Volume 18...

Panorama du développement de la recherche qualitative : Analyse critique des thèses produites en sciences humaines et sociales depuis dix ans (1996-2005), en langue française dans les universités francophones au Québec. Recherches Qualitatives, 27(2), 28-57. Becker, G. (1997). Disrupted lives : How people create meaning in a chaotic world. Berkeley, CA : University of California Press. Becker, H. S. (1954). Field methods and techniques. Human Organization, 12(4), 31-32. Berg, B. L. (1998). Qualitative research methods for the social sciences (6 th ed.). Boston : Allyn & Bacon. Berger, A. A. (2000). Media and communication research methods : An introduction to qualitative and quantitative approaches. Thousand Oaks, CA : Sage. Bloor, M. (2004). Addressing social problems through qualitative research. Dans D. Silverman (Ed.), Qualitative research. Theory, method and practice (2 nd ed.) (p. 305-324). London : Sage.

how this study operates within them from the researcher's perspective. Subsequent chapters provide the individual, detailed case studies of programs and institutions purposefully selected for examination. The final, summary chapter discusses the findings and recommendations of the study within the context of the issues raised in both this introductory chapter and the individual case study chapters, again from the researcher's perspective.

The  current  study  investigates  the  impact  of  rubrics  on  developing  the  writing  performance  of thirty-three Kurdish EFL university students (English Language Department -University of Halabja). In addition, it examines how rubrics are perceived by those students. This study adopted a quantitative research method, with a pre-test/post-test design and a survey after the post-test. In the pre-test each student wrote an essay without guidance, then a rubric was introduced which outlined essay writing criteria. In the post-test, using the provided rubric the students wrote another essay. In the analysis of the pre-test and post-test scores a significant improvement in writing performance was revealed after using the rubric. A post-writing survey explored students’ perceptions. Results indicated a positive view of rubrics, with students appreciating the clarity, fairness, and guidance they provided. However, some  students  expressed  concerns  about  potential  limitations  on  creativity  and  suitability  for  self-assessment. The study highlights the potential of rubrics to enhance writing performance and student perceptions of the evaluation process.

Esta comunicación presenta el estudio del ePortafolios de evidencias multimedias para la evaluación formativa de los aprendizajes en las prácticas externas, analizando la naturaleza de las evidencias presentadas como las anotaciones producidas entre el tutor, los estudiantes de prácticas y estudiantes de las asignaturas teóricas en la universidad. Con esta metodología establecemos una relación poco habitual en el aprendizaje teórico-práctico, y la asignación de significados y análisis de estas experiencias entre los estudiantes de asignaturas teóricas y estudiantes en las prácticas externas. Esta metodología nos permite analizar el sentido de dichas experiencias y evidencias audiovisuales con eRúbricas y Anotaciones de video. Para dicho estudio se utilizará análisis de categorías y las estadísticas que proporcionan las herramientas, buscando sus posibilidades y funcionalidades para dicho estudio, como testeo piloto de un estudio de mayor amplitud. El grupo está constituido por 8 estudiantes de prácticas externas en centros de secundaria del grado de pedagogía y estudiantes del mismo grado en la troncal de Recursos didácticos y tecnológicos para la educación.

Libro de Actas | 100 XVI Symposium Internacional sobre el Prácticum y las prácticas externas: "Prácticas externas virtuales versus presenciales: transformando los retos en oportunidades para la innovación." SYMPOSIUM AUTOORGANIZADO REDTICPRAXIS RES0020 Análisis de videoexperiencias en la RedTICPraxis (Red sobre las TIC en prácticum y prácticas externas)

Technology impact assessments in high-schools give different results depending on the context. However, there are coincidences as to the important role of teachers in successful experiences, especially when they carry out an analysis of their practices together. This paper studies the impact of collaborative methodologies and peer review using technologies as CoRubric for negotiation and use of collaborative rubrics, and the acquisition of digital skills in the initial training of high school teachers. The case study was conducted with a group of 27 master students of secondary education teachers in social science specialty at Malaga University generating a collaborative methodology to building a rubric where 260 records of contents were analyzed by category analysis. This methodology was supported by educational technologies in order to agree on the criteria for assessment of student presentations, with a high rate of participation among them. As conclusions of the work are showed ...

Rubrics have been developed to assess the proposal, interim report, final report and proposal as related to the engineering capstone project, to better assess the performance of the students and provide feedback to the students. The presentation will outline how the rubrics were developed and highlight some the challenges that arose in implementing them. In addition, the rubrics were structured to address the majority of graduate attributes outlined by the Canadian Engineering Accreditation Board (CEAB). As such the rubrics assess student performance in the following graduate attributes: design, problem analysis, investigation, communication skills, impact of engineering on society and environment, and economics and project management. Through the learning management system used at the SOE, the rubric data can also be collected and reviewed as part of the graduate attribute process that has become an important component of the CEAB accreditation process. Challenges in using the learning management system will also be discussed.

Rubrics have been developed to assess the proposal,interim report, final report and proposal as related to theengineering capstone project, to better assess theperformance of the students and provide feedback to thestudents. The presentation will outline how the rubricswere developed and highlight some the challenges thatarose in implementing them. In addition, the rubrics werestructured to address the majority of graduate attributesoutlined by the Canadian Engineering AccreditationBoard (CEAB). As such the rubrics assess studentperformance in the following graduate attributes: design,problem analysis, investigation, communication skills,impact of engineering on society and environment, andeconomics and project management. Through thelearning management system used at the SOE, the rubricdata can also be collected and reviewed as part of thegraduate attribute process that has become an importantcomponent of the CEAB accreditation process.Challenges in using the learning management sy...

In this study, the classroom teachers of 4th and 5th grade in mathematics lessons using the teaching materials the specified conditions in the program have been investigated. The scope of this research is the classroom teachers who work 4th and 5th grades in primary schools in Đstanbul. The sample of the research is 268 classroom teachers who worked 4th and 5th grades in the 25 primary schools in Sultanbeyli district in 2009-2010 academic year. Questionnaire and personal information form developed by researchers to collect data and was used. The data were analyzed with SPSS 15.0 software package. Data analysis, frequency, percentage, mean, standard deviation, t-test and one-way analysis of variance was used. According to the results of the study, squared paper, tape measure, real objects models and plastic materials were more using; symmetry mirror and a hundred circle were scarce. As the seniority of teachers increased, the frequency of equipment use are also increasing. Teachers have positive ideas about using materials in math lesson. Among the reasons mentioned by the teachers for using materials the following are more less effective ones. "Teaching materials are used for testing and evaluation.", "Teaching materials, are used for controlling the classroom." And "students' individual needs to meet the equipment is used." Among the reasons of prevent the teachers from using the teaching materials, the most effective ones are " The school is short of the required materials", " physical conditions of the class, are not sufficient to use the tools in math class. The other effective factor is that, "Class size is not appropriate to use the teaching materails". There is no significant differences among the reasons of prevent the teachers from v using the teaching materials according to their gender, worked grades, age and seniority valiables.

Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

Rubrics are one of the most effective ways of assessing creative writing. However, narrative creative writing is often not properly assessed. The reason is that assessing creativity is difficult.The workshop model is usually the most basic component of the creative writing class, where poetry and fiction are shared for peer feedback. Narrative writing is often scored as an "A" if the assignment is turned in on time. Here, a discussion follows on how the author has graded his creative writing class using analytical rubrics which increased student motivation to write stories. There were two classes and a total of 25 students of CEFR (Common European Framework of Reference) level B1 to B2. The literature is lacking in research on how rubrics are used in EFL (English as a foreign language) creative writing contexts. Rubrics allow for feedback to be given to students in a very transparent manner. For example, in this study, the teacher explained the rubric and received feedback on the students" perceptions of the rubric via a Google Form. Rubrics are an exemplary tool for writing assessments. In addition, this paper introduces alternative ways to assess creative writing beyond rubrics. Thus, this paper presents varied ways of grading creative writing, a genre that has traditionally been difficult to assess.

Self-assessment is a modern method of assessment that is being largely discussed with regards to its advantages and disadvantages when compared to other assessment methods. This article tries to clarify the picture and shed some light on the matter.

This study examines students’ views regarding two types of feedback: that obtained through rubrics and that given by the class tutor (rubrics and in-class feedback, respectively). We constructed an ad hoc questionnaire to assess students’ perceived usefulness of both types of feedback. The sample comprised 135 undergraduates from the University of Barcelona who were enrolled in a Research Designs course as part of the degree in Psychology. On almost all the questionnaire items the percentage of positive views was high for both types of feedback, although especially for in-class feedback. As for academic achievement, we observed no statistically significant differences between those students who only used rubrics, those who attended feedback classes and those who received both types of feedback. However, the latter left fewer questions unanswered in the multiple-choice exam, as compared with their peers who only used rubrics. Finally, those students who felt that the use of rubrics a...