Alternative Mixed Assessment Project (ALT.A.): The Mexican E-Learning Experience
Keywords:
Distance education, evaluation methods, formative evaluation, summative evaluation, educational quality.Abstract
The aim of this paper is to present an experiment of mixed evaluation (summative/formative) of questions formulated by students in a distance-education environment carried out in the Total Quality Management course in the B.S. degree in Industrial Engineering offered by Mexican public universities. Questions generated by students were evaluated using a specially-designed quantitative tool: Matrix Observation of four criteria with binary scoring. The experiment showed: (1) how is it possible to enrich the evaluation process, and formalize students' skills hardly recognizable with traditional forms of assessment; and (2) how the teacher-student interaction can be increased significantly by the technique mixed evaluation of questions in reverse, i.e. by the students.Downloads
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References
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Barak, M. y Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human Computer Studies, 61(1), 84-103.
Bergman, B. (2005, julio). Interactive assessment. A new element in the examination process. Proceedings of 8th Quality Management and Organisational Development Conference, 959-966.
Biddulph, F., Symington, D. y Osborne, R. (1986). The place of children’s questions in primary science education. Research in Science and Technological Education, 4(1), 77-88.
Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
Bloom, B. S., Engelhart, M. B., Furst, E. J., Hill, W. H. y Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classi?cation of educational goals, Handbook 1: The cognitive domain. Nueva York: Longmans Green.
Cannella, S., Ciancimino, E. y López Campos, M. (2010). Mixed e-Assessment: an application of the student-generated questions technique. IEEE EDUCON, April 14-16, Madrid.
Chin, C. (2001). Learning in science: What do students' questions tell us about their thinking? Education Journal, 29(2), 85-103.
Chin, C., Brown, D. E. y Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549.
Ciancimino, E. y Cannella, S. (2008). The Alternative Assessment Experiment. The International Journal of Learning, 15(2), 295-300.
Ciancimino, E., López Campos, M. y Cannella, S. (2009). ALT.A. project. The e-learning experience. 12th QMOD. August 27-29, Verona, Italia.
Comisión Europea (2008). Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union, C111/01. Bruselas: Autor.
Dori, Y. J. y Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.
European Association for Quality Assurance in Higher Education (2007). Report on standards and guidelines for quality assurance in the european higher education area (2a. ed.). Helsinki: Autor.
Foos, P. V., Mora, J. J. y Tkacz, S. (1994). Student study techniques and the generation effect. Journal of Educational Psychology, 86(4), 567-576.
Fraile Aranda, A. (2006). El sistema universitario europeo como modelo posible para la educación superior latinoamericana. Revista Electrónica de Investigación Educativa, 8(1).
García-Valcárcel, A. (2008). La tutoría en la enseñanza universitaria y la contribución de las TIC para su mejora. Revista Electrónica de Investigación y Evaluación Educativa, 14(2). Consultado el 1 de julio de 2009, de http://www.uv.es/RELIEVE/v14n2/RELIEVEv14n2_3.htm.
González Rodríguez, P. L., Framiñán Torres, J. M., León Blanco J. M., Pérez González, P. (2009, 2-4 de septiembre). Experiencias en la aplicación de un nuevo sistema de evaluación formativa en el ambito del Espacio Europeo de Educación Superior. 3rd International Conference on Industrial Engineering and Industrial Management. Barcelona.
Keeling, E. L., Polacek, K. M. e Ingram, E. L. (2009). A statistical analysis of student questions in a cell biology laboratory. CBE Life Sciences Education, 8(2), 131-139.
King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27(1), 111-126.
Koch, A. y Eckstein, S. G. (1991). Improvement of reading comprehension of physics texts by students’ question formulation. International Journal of Science Education, 13(4), 473-485.
Marbach-Ad, G. y Sokolove, P. G. (2000). Can undergraduate biology students learn to ask higher level questions? Journal of Research in Science Teaching, 37(8), 854-870.
Maskill, R. y Pedrosa de Jesus, H. (1997). Pupils’ questions, alternative frameworks and the design of science teaching. International Journal of Science Education, 19(7), 781-799.
Molero López Barajas, D. (2007). Rendimiento académico y opinión sobre la docencia del alumnado participante en experiencias piloto de implantación del Espacio Europeo de Educación Superior. Revista Electrónica de Investigación y Evaluación Educativa, 13(2). Consultado el 1 de julio de 2009, de http://www.uv.es/RELIEVE/v13n2/RELIEVEv13n2_2.htm.
Nettleship, R. L. (1939). The Theory of education in Plato’s Republic. Londres: Oxford University Press.
Rifkin, J. (2004). The European dream. Cambridge: Polity press.
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2),119-144.
Barak, M. y Rafaeli, S. (2004). On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning. International Journal of Human Computer Studies, 61(1), 84-103.
Bergman, B. (2005, julio). Interactive assessment. A new element in the examination process. Proceedings of 8th Quality Management and Organisational Development Conference, 959-966.
Biddulph, F., Symington, D. y Osborne, R. (1986). The place of children’s questions in primary science education. Research in Science and Technological Education, 4(1), 77-88.
Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
Bloom, B. S., Engelhart, M. B., Furst, E. J., Hill, W. H. y Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classi?cation of educational goals, Handbook 1: The cognitive domain. Nueva York: Longmans Green.
Cannella, S., Ciancimino, E. y López Campos, M. (2010). Mixed e-Assessment: an application of the student-generated questions technique. IEEE EDUCON, April 14-16, Madrid.
Chin, C. (2001). Learning in science: What do students' questions tell us about their thinking? Education Journal, 29(2), 85-103.
Chin, C., Brown, D. E. y Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549.
Ciancimino, E. y Cannella, S. (2008). The Alternative Assessment Experiment. The International Journal of Learning, 15(2), 295-300.
Ciancimino, E., López Campos, M. y Cannella, S. (2009). ALT.A. project. The e-learning experience. 12th QMOD. August 27-29, Verona, Italia.
Comisión Europea (2008). Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union, C111/01. Bruselas: Autor.
Dori, Y. J. y Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.
European Association for Quality Assurance in Higher Education (2007). Report on standards and guidelines for quality assurance in the european higher education area (2a. ed.). Helsinki: Autor.
Foos, P. V., Mora, J. J. y Tkacz, S. (1994). Student study techniques and the generation effect. Journal of Educational Psychology, 86(4), 567-576.
Fraile Aranda, A. (2006). El sistema universitario europeo como modelo posible para la educación superior latinoamericana. Revista Electrónica de Investigación Educativa, 8(1).
García-Valcárcel, A. (2008). La tutoría en la enseñanza universitaria y la contribución de las TIC para su mejora. Revista Electrónica de Investigación y Evaluación Educativa, 14(2). Consultado el 1 de julio de 2009, de http://www.uv.es/RELIEVE/v14n2/RELIEVEv14n2_3.htm.
González Rodríguez, P. L., Framiñán Torres, J. M., León Blanco J. M., Pérez González, P. (2009, 2-4 de septiembre). Experiencias en la aplicación de un nuevo sistema de evaluación formativa en el ambito del Espacio Europeo de Educación Superior. 3rd International Conference on Industrial Engineering and Industrial Management. Barcelona.
Keeling, E. L., Polacek, K. M. e Ingram, E. L. (2009). A statistical analysis of student questions in a cell biology laboratory. CBE Life Sciences Education, 8(2), 131-139.
King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27(1), 111-126.
Koch, A. y Eckstein, S. G. (1991). Improvement of reading comprehension of physics texts by students’ question formulation. International Journal of Science Education, 13(4), 473-485.
Marbach-Ad, G. y Sokolove, P. G. (2000). Can undergraduate biology students learn to ask higher level questions? Journal of Research in Science Teaching, 37(8), 854-870.
Maskill, R. y Pedrosa de Jesus, H. (1997). Pupils’ questions, alternative frameworks and the design of science teaching. International Journal of Science Education, 19(7), 781-799.
Molero López Barajas, D. (2007). Rendimiento académico y opinión sobre la docencia del alumnado participante en experiencias piloto de implantación del Espacio Europeo de Educación Superior. Revista Electrónica de Investigación y Evaluación Educativa, 13(2). Consultado el 1 de julio de 2009, de http://www.uv.es/RELIEVE/v13n2/RELIEVEv13n2_2.htm.
Nettleship, R. L. (1939). The Theory of education in Plato’s Republic. Londres: Oxford University Press.
Rifkin, J. (2004). The European dream. Cambridge: Polity press.
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2),119-144.
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2010-11-01
