RT journal article
T1 Evaluation templates and fulfillment of the university formative objectives: diversification and transverselity of criteria in subjects of Spanish Language and Theory of Literature
A1 Cos Ruiz, Francisco Javier de
A1 Coca Ramírez, Fátima
A1 Morales Sánchez, María Isabel
A1 Bastardín Candón, Teresa
A1 Franco Figueroa, Mariano
A2 Filología
K1 ETCS experiences
K1 Evaluation and Assessment
K1 Learning and Teaching Methodologies
K1 Group of Teaching Staff Formation
AB In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In one first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous evaluation like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student’s precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards model that identifie so much the evaluation criteria as the aptitudes that the students must surpass, to the object of which can serve as guide in their application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents.Example: Work in group and later exposition and discussions by the students:- Consisting of the putting in common of the results derived from the work in group or other individual derivatives of the theoretical and literary text commentary.- Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favor the doubt and exchange of information on the subjects debate object, besides to foment initiatives and the critical attitude of the students.- Justification: this type of exercises favors the formation of the student in two-way traffic. First, in as much it must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the personal learning and the development of skills related to the construction, elaboration and written expression of different types from speech. The second, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, as much of the work written as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the students facilitates his familiarisation with educational and expositive techniques nearer the present context
PB International Association of Technology, Education and Development (IATED), Valencia 2009
SN 978-84-612-7578-6
YR 2009
FD 2009-01-01T00:00:00Z
LK http://hdl.handle.net/10498/7390
UL http://hdl.handle.net/10498/7390
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 21-sep-2026