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dc.contributor.authorVelasco-Martínez, Leticia Concepción 
dc.contributor.authorTójar-Hurtado, Juan Carlos 
dc.date.accessioned2019-04-18T09:29:44Z
dc.date.available2019-04-18T09:29:44Z
dc.date.created2019
dc.date.issued2019-04-18
dc.identifier.urihttps://hdl.handle.net/10630/17531
dc.description.abstractTwo key elements of educational innovation in evaluation are student participation and transparency. In both cases rubrics are a powerful resource promoting a transparent and fair evaluation. However, there is still not enough evidence on the levels of student participation in the assessment process. The objective of this study is to ascertain the level of transparency provided by the use of scoring rubrics in university subjects by analyzing the relevant factors that are involved in a more significant and participatory evaluation of learning processes. This research is approached from a qualitative perspective through content analysis of in-depth interviews conducted with higher education institutions in Mexico (n = 22). The results and conclusions show the importance of promoting more transparent evaluative practices in order to acquire true formative evaluation.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEnseñanza Superior - Evaluaciónen_US
dc.subject.otherParticipationen_US
dc.subject.otherTransparencyen_US
dc.subject.otherHigher educationen_US
dc.subject.otherInterviewen_US
dc.subject.otherScoring rubricsen_US
dc.titleTransparency in evaluation through the use of rubrics in University subjectsen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Ciencias de la Educaciónen_US
dc.relation.eventtitle11 World Conference on Educational Sciencesen_US
dc.relation.eventplaceMilano, Italiaen_US
dc.relation.eventdate04/02/2019en_US


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