European Higher Education Area (Bologna process, 1999) was launched with the aim to enhance the international quality and competitiveness of higher education in Europe. Its implementation implied a change of perspective related to the learning process, which is now centred on the student and his acquisition of not only knowledge but also competences. In this context, the assessment of students is not limited to a qualification at the end of the learning process, becoming a full part of it and being therefore a valuable tool for both the student and the teacher. However, the implementation of summative assessment activities that successfully fulfil the purpose they were created for is still a major challenge, particularly in theoretical subjects. On the one hand, non presential activities proposed to the students as autonomous work might fail to accredit the real degree of achievement of proposed competences, since there might be doubts about the real authorship of the task. This kind of continuous assessment activities are intended to be formative rather than summative. On the other hand, the large number of students in the first courses of university degrees makes the traditional assessment activities difficult to implement, since they are very time consuming and do not allow the teacher to give the student an immediate high quality feedback. Moreover, the great diversity of students, with different profiles, knowledge, previous experiences and learning styles makes it really important to provide high quality and constant feedback in order to improve the learning process. In order for this feedback to be effective, it has to be bidirectional and time-prescribed to allow the detection in time of learning issues and the review of key and specific topics before the introduction of new concepts.
Moreover, it is clearly visible the great changes and transformations that are promoting the new Information and Communication Technologies (ICT). The proliferation of mobile devices, electronic communications, internet and digital nets is changing the way we work and the way we communicate. Mobile devices (laptops, tablets, smartphones…) are more and more present in our society and, therefore, the University cannot stay behind and has to integrate the new possibilities offered by these devices to the learning process. The introduction of mobile devices in classroom is intrinsically related to the use of web 2.0 tools. Most of these tools are provided with specific and free Apps for mobile devices, which make them agile and easily available to the students. These web 2.0 tools allow important changes in education, including an easy access to the information, the promotion of net collaborative work and autonomous students and an increase of student motivation and participation among others.
Thus, the aim of this work is to develop new teaching methodologies that promote the use and application of the ICT and, more in particular, mobile devices and web 2.0 tools that allow us to deal with two major challenges: (i) be able to really and continuously follow the learning process of the student and guarantee that he is achieving the specific knowledge and the proposed competences; (ii) have a constant, real, agile and easy feedback of the level of global knowledge and competences achievement of the hole group so we can detect deficiencies and act without having to wait to the final exams.
- Brown, S., Glasner A. (2007). Evaluar en la Universidad. Narcea Ediciones, Madrid. - Brown, S., Glasner A. (1999). Assessment Matters in Higher Education. Open University Press, Bukingham. - Rue, J. (2009). El aprendizaje autónomo en educación superior. Narcea Ediciones, Madrid. - SCOPEO (2011). M-learning en España, Portugal y América Latina. Monográfico SCOPEO nº 3. - Martí, J. (2012). La importancia del feedback en las enseñanzas semipresenciales y a distancia (http://www.xarxatic.com/la-importancia-del-feedback-en-las-ensenanzas-semipresenciales-y-virtuales/) - Alonso, L., Blázquez, F. (2012). El docente de educación virtual (guía básica). Narcea Ediciones, Madrid. - Brown, S., Pickford R. (2013). Evaluación de habilitades y competencias. Narcea Ediciones, Madrid. - Brown, S., Pickford R. (2006). Assessing Skills and Practice. Routledge, Taylor and Francis, New York.
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