Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). Nowadays, competency based assessment is one of the challenges most teachers must face and it requires a shift from the traditional approach towards evaluation based on the accumulation of knowledge. In this context, a research group led by the University of Barcelona (REDICE12-1802-01) implement a research project analysing the feedback process and its influence on the formative assessment and development of students competences. The study is based on a previous research which aimed to promote an innovation in the teaching and learning process. This paper aims to explore the potential of blogs as assessment spaces for students in the higher education, specifically the objectives is to know and assess students’ perception about the relevance of teacher feedback during this process.
Blogs are analysed in the literature also as a tool which facilitates the work done by teachers. For example, Selingo (2004) notes that blogs represent an effective space which offer students quick feedback, while Flatley (2005) stresses blogs as spaces which enable the activities of the members of a working group to be monitored, permitting the activities of each group member to be viewed.
Although there is a great deal of literature on the use of blogs as an activity for teaching-learning (Churchill, 2011), there is less on blogs used as tools to assess students. When blogs are associated with assessment activities, the strong and weak points of the teacher’s feedback are analysed. The interactive and collaborative nature of the feedback has been analysed in detail. Here, we should mention the studies highlighting its use both for the receiver and the giver, specifically when providing students with collaborative of Davies & Archer,2005, Nicol & Macfarlane-Dick, 2006, Liu and Carless (2006: 280), which, for example, describe the feedback among equals as “a communication process through which learners enter into dialogues related to performance and standards”. Feedback between equals is another question discussed in relation to assessment, competences or to assess the work of others from a critical perspective. The advantages of feedback are stressed in electronic contexts in comparison with that given in traditional contexts. Another topic links feedback with the formative assessment and in this sense numerous studies explain how feedback promotes self assessment based on defined criteria. In the same manner, Shute (2007: 1) notes: “Formative feedback represents information communicated to the learner that is intended to modify the learner’s thinking or behaviour for the purpose of improving learning”. This position enables students to form a series of expectations about themselves and about the decisions they take and which influence their own . In order to obtain the maximum benefit, the feedback must be offered about one or several aspects of the learning, about a product (work), or about the process (as has been done) and about the progress recorded (the improvement over time) of the student's learning .
Method
Expected Outcomes
References
Churchill, D (2011). Web 2.0 in education: a study of the explorative use of blogs with a postgraduate class. Innovations in Education and Teaching International, Vol., 48, No.2, pp.149-158. Davies, H. & Archer, J. (2005). Multi-source feedback: development and practical aspects. Clinical Teacher, 2 (2), 77-81. Flatley, M.E. (2005) Blogging for enhanced teaching and learning. Business Communication Quarterly, 68(1) 77–80. Lockyer, J. (2003). Multisource feedback in the assessment of physician competencies. Journal of Continuing Education Health Prof, 23 (1), 4-12. Liu, N.-Fun & Carless, D. (2006) Peer Feedback: The Learning Element of Peer Assessment, Teaching in Higher Education, vol.11, no.3, pp. 279-290. Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007. Disponible en: http://www.reap.ac.uk/reap07/Portals/2/CSL/keynotes/david%20nicol/Principles_of_go od_assessment_and_feedback.pdf. (Consultado: 15/06/2008) Selingo, J. (2004), “In the classroom, web logs are the new bulletin boards”. New York Times, August 19. Shute, V. J. (2007) Focus on formative feedback. Research Report. Princeton, NJ, Educational Testing Service.
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