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Victoria Quesada Miguel Ángel Gómez Ruiz Maria Beatriz Gallego Noche Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002
Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation. 相似文献
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Male and female Sprague-Dawley rats reared in social isolation and in crowded conditions were tested on their active-avoidance performance. Only males appeared to be affected by the treatments; no housing-condition effect was found on the performance of females. The most severe housing-condition effect was that of social isolation; the isolated males showed impaired acquisition of the avoidance response. We have previously reported diminished adrenocortical flexibility in male isolates, which might account for the present results. A possible failure of the inhibition mechanisms of isolates is also taken into account. 相似文献
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Internal structure of virtual communications in communities of inquiry in higher education: Phases,evolution and participants' satisfaction 
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下载免费PDF全文 Elba Gutierrez‐Santiuste Maria‐Jesus Gallego‐Arrufat 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1295-1311
This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating higher education students' satisfaction with the activities, with the professors' actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization systems: (1) type of communication according to the model adopted from Garrison, Anderson and Archer (social, cognitive and teaching presence) and (2) phases in the evolution of the communication (initiation, proposal, development, opinion/closing and good‐byes). The data are relevant to the students' satisfaction and grades earned. The results suggest differences in the quantity and content of the communication in each phase and an evolution from social to cognitive elements, ending with social contributions. The students are satisfied with the virtual communications related to both the activities and the professors and evaluate themselves positively. 相似文献
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Alfredo Gallego María S. Fortunato Susana L. Rossi Sonia E. Korol Juan A. Moretton 《Journal of Food Science Education》2013,12(3):42-47
One of the fundamental aims of education is the integration of theory and practice. The case method is a teaching strategy in which students must apply their knowledge to solve real‐life situations. They have to analyze the case described and propose the best possible solution. Although the case may be written, the use of new information and communication technologies can develop the case plan in ways that would achieve greater realism and widen the possibilities for discussion. This paper describes our experience in implementing the case method to teach food safety in the Chair of Hygiene. At first this methodology was used to improve the teaching of good practices in food preparation, later practical work was implemented where small groups of students designed and carried out the microbiological analysis of suspected food. This practical work was presented online as a multimedia activity; students were given face‐to‐face and on‐line tutoring. Evaluation was based both on students’ performance and on a survey they had to answer. More than 92% of students regarded the methodology used for the understanding of the unit as sound. Professors collaboration on providing guidance and multimedia presentation were also positively assessed. The bringing together of face‐to‐face and virtual tasks and small‐group discussion of cases under professors guidance contributed to making good use of the positive aspects of this methodology in order to improve the understanding of problems which do not always have a single answer. 相似文献
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选择 9只 6 - 10月龄的健康雄性白山羊 ,经粪便检查和DotBLISA检测 ,确认无肝片吸虫感染 ,随机分成感染组 (n =5 )和对照组 (n =4 ) ,试验组每只一次口服接种 15 0个肝片吸虫囊蚴。每周定时从颈静脉采集感染前 0周和感染后 14周血液一次 ,分离血清 ,测定血清中的钾、钙、钠、镁、磷、氯等无机盐的含量 ,旨在研究感染肝片吸虫对山羊机体无机盐含量的影响。结果表明感染后山羊血清中的钾、钠、钙、镁、磷、氯的含量均成波动变化 ,说明肝片吸虫感染后机体无机盐含量发生了不同程度的变化 ,这与虫体感染后机体的代谢发生改变有关。 相似文献
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D. Benito Echeverria D. Pilar Figuera D. Sofia Gallego 《International journal for the advancement of counseling》1996,19(1):3-13
In the present period of change, the Spanish systems of secondary and higher education, too, are confronted with new challenges. People have realized that factors within and outside universities demand the development of effective helping services for students, particularly on the level of orientation. Two different models are described, one that relies on tutors, mainly; the other one employs orientation professionals. The article also describes the skills and the training experiences that are necessary for professionals in orientation services.Facultat de Psicologia i Pedagogia, Universitat Roman Llull 相似文献
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Luis Miguel Villar Angulo P. de Vicente Rodriguez A. Bolivar Botia E. Molina Ruiz M.J. Leon Guerrero M.J. Gallego Arrufat 《欧洲师范教育杂志》1994,17(3):187-206
The aim was the reconstruction of a school curriculum in reflective teaching situations within a co‐operative culture. Two working assumptions were considered: (a) teacher development was based on teacher thinking and (b) school organisation followed a co‐operative culture paradigm. The process features were: (a) university team consisted of external advisers; (b) school curriculum and classroom instruction were reviewed by school teachers; (c) case study as a research approach; (d) ethnographic techniques to collect data; (e) data analysis by a computer program; (f) teachers’ reflective cycle to reconstruct practice; and (g) teachers’ portfolios: narrative vignettes, etc. Findings showed: (a) a collaborative process school‐university; (b) teachers’ thinking and attitudinal change; (c) mobilisation of teachers’ talents and values to work together: (i) teacher dyads to reflect on teaching; (ii) advisers’ writing narrative vignettes; (Hi) collegial coaching; and (iv) curriculum materials designed by teachers. Two conclusions can be accepted: (a) teachers’ pedagogical practical knowledge showed diversity of their implicit theories to design action; and (b) teachers’ grounded theory confirmed that the educational action was based on a co‐operative and reflective culture. 相似文献
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This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N?=?67) answered the online survey Faculty identity and academic writing. A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were written exams in the teaching sphere of activity. Second, activities related to the research sphere, such as writing-related activities and participation in events were the least reported while evaluative activities were mentioned in all spheres. Third, faculty’s perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty’s perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty’s identity development. 相似文献