Self Assessment With Electronic Rubrics Of Undergraduates In The Practicum In Spain And Greece

Author(s):

Ana Belen Perez Torregrosa(presenting / submitting)María Jesús Gallego Arrufat Vanesa María Gámiz Sánchez

Conference:

ECER 2016

Network:

16. ICT in Education and Training

Format:

Poster

Session Information

16 SES 04.5 PS, General Poster Session

General Poster Session

Time:

2016-08-24

12:00-13:30

Room:

NM-Concourse Area

Chair:

Contribution

The practicum period is a key part in the training of professional over the world. In the teacher training the practicum works like a link between theory and practice in the learning of teaching. Also, through the practicum, students begin developing their professional teaching identity. In this period, students are becoming aware of the way in which they confront real situations and, as a result, which are their strengths and weaknesses. It’s, therefore, an excellent moment for the self-assessment.

Logically, the self-assessment is not only to ask students for self-grading but it is part of a process of reflection in their practice and building of their professional knowledge. The practical knowledge of a professional in the training period is reflective, complex, shared and guided. In this work, the hypothesis that self-assessment can support the learning in practice and the development of skills, is defended. This happens through a process of careful reflection of the quality of the actions that students have done in their practice.

As a framework for working the self-assessment of the competence “ABILITY FOR APPLYING KNOWLEDGE INTO PRACTICE” is taken into account the proposal of the degrees of the University of Granada, Spain. This is according to current legislation, Spanish Qualifications Framework for Higher Education (MECES), reflecting of the QF-EHEA, European qualification framework for higher education.

The literature review allows us to analyze the use of several tools to evaluate the competencies in the practicum. Among them, e-portfolio and rubrics are used in teacher training. It’s recognized that the utilization of rubrics can favor the assessment of competencies. Especially, rubrics favor self-assessment because they have two characteristics essentials for this: the assessment criteria and the quality standards. The assessment criteria allow students assess their work in a more objective way.

The electronic rubric (e-rubric) for the self-assessment of practicum elaborated in this work can be referred to this same competence in the rest of degrees in the Faculty of Education Sciences. Also, it’s possible apply it in a wider environment, for instance in a country of the European Higher Education Area (EHEA) such as Greece.

The main objective of this work is improving the assessment in the practicum period by means of tools based on ICT to be used for Education Sciences students. In order to to this, four especific objectives are considered :

To analyze teaching guides of practicum from universities of Granada (Spain) and Thessaloniki (Greece)
To build an e-rubric for the assessment of the competence “ability for applying knowledge into practice” for the Education Sciences students
To apply the e-rubric using the platform eRubric (©Gtea)
To contrast the results of the sel-assessment of students in the acquisition of this competence

Method

In this work, a documentary analysis of the educational guides of the practicum in the Faculty of Education of the University of Granada (Spain) and Thessaloniki (Greece) is done. This analysis is carried out by means of an ad hoc tool with 18 items, adapted from the “Tool for the analysis of Guides in universities from Spain” (Project R+D+i “Study of the impact of federated erubrics in the assessment of the competencies in the Practicum”. National Programme of R+D+i of excellence (2014-2017) Ministry of Economy and competitivity, Ref. EDU2013-41974-P)[1]. From this tool, those items that allow the analysis and comparison between teaching guides from both universities are selected. This is because the main objective is the comparison of teaching guides of practicum from the degrees in the Faculties of Science Education of Granada and Thessaloniki. Although all the guides are analyzed, only the common degrees in both faculties are compared. So the degrees of Pedagogy and Social Education are dismissed because they don’t exist in the Greek faculty. To accomplish the second objective a rubric is built to assess the competence “ABILITY FOR APPLYING KNOWLEDGE INTO PRACTICE”. This tool has 27 items in three categories: “knowing”, “doing” and “being”. For the validation of this tool, it’s used the expert judgement with the experts attending the XIII International Symposium about Practicum and Internship (At Poio, Pontevedra, from June 29 to July 1, 2015). It’s presented a validation protocol with three criteria (relevance, appropriateness, accuracy) to test the level of suitability of the rubric through an scale from 0 (minimum) to 4 (maximum) and an open question for observations. The erubric is implemented in the federated application eRúbrica (https://gteavirtual.org/rubric/) that also can be accessed by Facebook and Google+.

Expected Outcomes

The results of the analysis of teaching guides of Practicum from the universities of Granada (Spain) and Thessaloniki (Greece) show that the most common and detailed items are the number of credits and the nature of the practicum (observation, collaboration, intervention). The main difference between teaching guides from both universities is found in the assessment, according to the following items: is included the use of rubrics for learning assessment, proportional weight in the grade and tasks. The greatest difference is seen in the practicum of the degree in Primary Education of Thessaloniki in relation to the rest of degrees, as it consists of 10 credits and the criteria that are evaluated by the academic tutor go around the evaluation. On the other hand, the objective of building an erubric for the self-assessment of the competence “ability for applying knowledge into practice” for Education Sciences students is accomplished. This was done thanks to the following key actions: to create a grid for the validation of the content of the items for experts, to carry out the expert validation of the content of the rubric, to reformulate the content of these items and adapt it to the federated eRúbrica tool (© Gtea), Currently, the application of erubric is carrying out through the platform eRubric (©Gtea). The preliminary results point the possibility of obtaining interesting information to favor the student reflection through the comparisons between peers or in an individualized way. It’s expected to find more data about the use of rubrics and conclusions about the self-assessment in this conference.

References

Note [1] “Instrumento Análisis Guías Universidades España” (Proyecto I+D+i “Estudio del impacto de las erúbricas federada en evaluación de las competencias en el prácticum”. Plan Nacional de I+D+i de Excelencia (2014-2017) Ministerio de Economía y competitividad, Nº EDU2013-41974-P) Andrade, H.L., Wang, X. , Du, Y., &Akawi, R.L. (2009). Rubric-Referenced Self-Assessment and Self- Efficacy for Writing. The Journal of Educational Research, 102(4), 287-302. doi:10.3200/JOER.102.4.287-302 Coll, K.C., Taylor, N., & Grainger, S. (2002). Assessment of Work Based Learning: Some Lessons from the Teaching Profession Richard. Asia-Pacific Journal of Cooperative Education, 3, 5-12. España. Real Decreto 1707/2011, de 18 de noviembre. BOE, 10 de diciembre de 2011, núm. 297, pág. 13239. Retrieved from http://www.boe.es/boe/dias/2011/12/10/pdfs/BOE-A-2011-19362.pdf Goodrich, H., &Boulay, B.A. (2003). Role of Rubric-Referenced Self-Assessment in Learning to Write. The Journal of Educational Research, 97, 21-30. doi:10.1080/00220670309596625 Jönsson, A., &Mattsson, M. (2011). Assessing teacher competency during practicum. En A practicum turn in teacher education (pp. 169-186). Sense Publishers. Panadero, E., & Alonso-Tapia, J. (2013). Revisión sobre autoevaluación educativa: evidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, rúbricas y guiones. Revista de Investigación en Educación 2(11), 172-197. Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21, 133-148. doi:10.1080/0969594X.2013.877872 Torres, J., & Herrero E. (2011). Validez y fiabilidad de la rúbrica. Recuperado de http://gtea.uma.es/congresos/CDROM/comunicaciones/carpeta1/6-juan-jesus-torres-gordillo.pdf Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: the voice of the students. Asia-Pacific Journal of Teacher Education, 33, 289-302. doi:10.1080/13598660500286333 Zabalza, M.A. (2013). El prácticum y las prácticas en empresas: En la formación universitaria. Madrid: Narcea.

Author Information

Ana Belen Perez Torregrosa (presenting / submitting)

University of Granada

Granada

María Jesús Gallego Arrufat

University of Granada, Spain

Vanesa María Gámiz Sánchez