Improving the Use of Feedback in an Online Teaching-Learning Environment: An Experience Supported by Moodle

  1. Miriam Borham-Puyal 1
  2. Susana Olmos-Migueláñez 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Aldizkaria:
US-China Foreign Language

ISSN: 1539-8080

Argitalpen urtea: 2011

Alea: 9

Zenbakia: 6

Orrialdeak: 371-382

Mota: Artikulua

GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: US-China Foreign Language

Laburpena

The competency-based approach and the use of ICTs (Information and Communication Technologies) in the classroom have changed the way in which teachers and students face the teaching-learning process and have made the development of new teaching and assessing strategies, resources and instruments undeniably necessary. The present paper expounds the creation and implementation of the latter in an online teaching-learning environment, in this particular case, the platform Moodle (Modular Object-Oriented Dynamic Learning Environment) (Studium-USAL). More relevantly, it will place special emphasis on the essential role of feedback in the students’ learning process, as well as on the ways in which online resources contribute to the good practice of feedback, and as a consequence, to the development of essential competencies related to reading literacy

Erreferentzia bibliografikoak

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
  • Cano, E. (2008). Competence Assessment in Higher Education. Faculty (La evaluación por competencias en la Educación Superior. Profesorado). Revista de curriculum y formación del profesorado, 12(3), 1-16. Retrieved from http://www.ugr.es/~recfpro/rev123COL1.pdf
  • Colás, P. (2005). University teaching based on competencies (La formación universitaria en base a competencias). In P. Colás, & J. De Pablos (Eds.), University in the European Union: The European Space for higher education nd its impact on teaching (La Universidad en la Unión Europea. El Espacio Europeo de Educación Superior y su impacto en la docencia) (pp. 101-123). Málaga: Aljibe.
  • Eurydice. (2009). Higher education in Europe 2009: Development in the Bolonia process. Bruselas: Education, Audiovisual and Culture Executive Agency. Retrieved from http://ec.europa.eu/education/higher-education/doc.eurydice09_en.pdf
  • García Beltrán, A., Martínez, R., Jaén, J-A., & Tapia, S. (2006). Self-assessment in virtual teaching and learning environments. RED. Revista de Educación a Distancia. M6. Retrieved from http://www.um.es/ead/red/M6
  • Harrington, K., Elander, J., Lusher, J., Norton, L., Aiyegbayo, A., Pitt, E., ... Reddy, P. (2006). Using core assessment criteria to improve essay writing. In C. Bryan, & K. Clogg (Eds.), Innovative assessment in higher education (pp. 110-119). London and New York: Routledge.
  • Mateo, J. (2007). Interpreting reality, building new forms of knowledge: Competency development and its assessment (Interpretando la realidad, construyendo nuevas formas de conocimiento: el desarrollo competencial y su evaluación). Revista de Investigación Educativa, 25(2), 513-531.
  • Merry, S., Osmond, P., & Reiling, K. (1998). “Biology students” and tutors’ understandings of “a good essay”. In C. Rust (Ed.),Improving student learning: Improving students as learners. Oxford: Oxford Centre for Staff and Learning Development.
  • Nicol, D. J., & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: A theoretical model and seven principles of good feedback practice. Higher Education Academy. Retrieved from http://www.enhancementthemes.ac.uk/documents/events/20040604/NicolMacfarlane-Dickpaper-revised.pdf
  • Nicol, D. J., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to seven principles of good feedback practice. In C. Bryan, & K. Clogg (Eds.), Innovative assessment in higher education (pp. 64-77). London and New York: Routledge.
  • Olmos, S. (2008). Formative and Summative Assessment in University Students: The implementation of technologies in education assessment (Evaluación Formativa y Sumativa de estudiantes universitarios: Aplicación de las tecnologías a la evaluación educativa). Salamanca: Ediciones Universidad de Salamanca, Colección Vítor.
  • PISA (Programme for International Student Assessment) Report. (2009). Assessment framework: Key competencies in reading, mathematics and science. Retrieved from http://www.oecd.org/dataoecd/11/40/44455820.pdf
  • Prosser, M., & Webb, C. (1994). Relating the process of undergraduate essay writing to the finished product. Studies in Higher Education, 19, 125-138.
  • Robinson, A., & Udall, M. (2006). Using formative assessment to improve student learning through critical reflection. In C. Bryan, & K. Clegg (Eds.), Innovative assessment in higher education (pp. 92-99). London and New York: Routledge.
  • Rodríguez-Conde, M. J., & Olmos-Migueláñez, S. (2004). The Assessment of Learning through the Internet: Possibilities and Limitations (Evaluación de aprendizaje a través de Internet: posibilidades y limitaciones). In A. Cruz (Ed.), Jornadas de Innovación Universitaria. El reto de la Convergencia Europea [Formato Multimedia]. Madrid: Universidad Europea de Madrid.
  • Sadler, D. R. (1998). Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84.
  • Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-472.
  • Scriven, M. S. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation. Chicago: Rand McNally.
  • Taras, M. (2003). To feedback or not to feedback in students’ self-assessment. Assessment and Evaluation in Higher Education, 28(5), 549-565.