Experiencias de retroacción para mejorar la evaluación continuada: el uso de Twitter como tecnología emergente

Maite Fernández-Ferrer, Elena Cano

Resumen

En el marco del Espacio Europeo de Educación Superior (EEES) resulta necesario insistir en la evaluación para el aprendizaje y trabajar en propuestas de mejora de la retroacción que se proporciona al estudiante. Con la intención de que esta no sea finalista, es interesante articular mecanismos para comprobar que la que se proporciona resulta útil para el aprendizaje y se emplea en las futuras producciones del alumnado. El objetivo de este trabajo es diseñar experiencias de aprendizaje y actividades de evaluación continuada que proporcionen retroacción a los alumnos para que puedan aplicarla en sus futuras tareas académicas. En este artículo se presenta la experiencia llevada a cabo en una de las asignaturas obligatorias del grado de Pedagogía, en la que se ha planteado el uso de Twitter como actividad de aprendizaje mediada por la evaluación entre iguales y en la que los universitarios han tenido que proporcionar una retroacción constante a sus compañeros sobre la calidad de sus tuits. Los resultados de este trabajo muestran las diferencias significativas entre la percepción de los estudiantes sobre la retroacción recibida por parte de sus pares y la que ellos mismos les han proporcionado. Una retroacción, según ellos, con mucha más intencionalidad de mejorar el aprendizaje.

Palabras clave

autorregulación del aprendizaje; evaluación formativa; evaluación entre iguales; Twitter

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Copyright (c) 2018 Maite Fernández-Ferrer, Elena Cano
ISSN 2014-8801 (digital) ISSN 0211-819X (paper)
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Educar está distribuido bajo una Licencia Creative Commons Atribución 4.0 Internacional.