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

Maite Fernández-Ferrer; Elena Cano

doi:10.5565/rev/educar.872

Feedback experiences to improve the continuous assessment: the use of Twitter as an emerging technology

Authors

Maite Fernández-Ferrer Universitat de Barcelona http://orcid.org/0000-0002-2941-0658
Elena Cano Universitat de Barcelona http://orcid.org/0000-0003-2866-5058

PDF (ES)

Abstract

Under the European Higher Education Area (EHEA) it is necessary to insist on assessment for learning and working on proposals to improve feedback provided to the student. So that this feedback is not just an end in itself, it is interesting to employ mechanisms to ensure that the feedback provided is useful for learning and used in the future tasks of students. From this perspective, the aim of this article is to design learning tasks and continuous assessment activities to provide information to students so they can apply it in their future academic pursuits. Specifically, this article features the experience in of the compulsory subjects of the Degree in Teaching in which the use of Twitter has been proposed as a learning activity mediated by peer review processes where the students had to give constant feedback to their colleagues about the quality of their tweets. The results of this work show a significant difference between student perceptions of the feedback received from their peers and the feedback that they themselves provided. According to the students, their own feedback had a clearer intention of improving learning.

Keywords

self-regulated learning, formative assessment, peer review, Twitter

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Author Biography

Maite Fernández-Ferrer, Universitat de Barcelona

Licenciada en Pedagogía y máster en Intervenciones Sociales y Educativas y en Estudios Internacionales por la Universidad de Barcelona, Maite Fernández es miembro del grupo de investigación consolidado “Laboratorio de Medios Interactivos” liderado por el doctor Antonio Bartolomé. Desde 2010 ha formado parte de diferentes estudios sobre competencias y evaluación en la educación superior destacando, entre otros, el proyecto I+D “El impacto de la evaluación educativa en el desarrollo de competencias en la universidad. La perspectiva de las primeras promociones de graduados” (referencia EDU2012-32766) o el proyecto CYTED “Red iberoamericana para el desarrollo de una plataforma tecnológica de soporte a la evaluación de los procesos de formación” (referencia 512RT0443). Desde 2011 ha participado en varios congresos científicos sobre la temática, tanto nacionales como internacionales, tales como ELSE, ECER o INTED. De su experiencia en investigación diversas publicaciones han surgido, tanto capítulos de libro (como en “Buenas prácticas en la evaluación de competencias. Cinco casos de Educación Superior” o “Evaluar la formación es posible. Evaluación de la transferencia de la formación de formadores con soporte tecnológico”), como artículos de revistas. Entre sus estancias de investigación internacionales se encuentra en 2012 la de la University of Cape Town (Sudáfrica) durante seis meses, y en 2015 la de la Universität zu Köln (Alemania) durante tres meses. Actualmente, y gracias a una beca pre doctoral de la Generalitat de Catalunya, se encuentra trabajando como personal investigador novel en la Universidad de Barcelona donde imparte docencia en los grados de Pedagogía y Educación Primaria, y realiza su programa de doctorado internacional sobre los nuevos cursos masivos abiertos y en línea y su evaluación.