La evaluación como estrategia de aprendizaje compartido

1. Manuel Monescillo Palomo ¹
2. María del Carmen Azaustre Lorenzo ¹
3. María de la O Toscano Cruz ¹
4. Juan Manuel Méndez Garrido ¹
5. Ángel Boza Carreño ¹

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Abstract

Experience shows that integration is so innovative assessment in the teachinglearning process, making it part of it and using it as a tactic for reflection and feedback from the actions of teachers and students. We focus on the evaluation rubric considering it an appropriate tool to assess and guide both teaching and action activities in the learning process of students. This course of action is usually associated with the use of new teaching skills in daily work in the classroom.The aim is to ensure that the staging of evaluating strategy encourages independent learning and group learning among students and they and the teacher. The study design a rubric that apply and evaluate a cooperative manner, according to the evaluation criteria set forth, that is if we really allowed to change the meaning and purpose of the evaluation. The design is a qualitative, the sample chosen was the student of Psychopedagogy and the instrument used was the discussion group. It tries to verify that the use of that instrument to evaluate is favored changing the evaluation design and practice in the classroom.

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