An alternative evaluation of formative learning in students. A case study from the course of informatic ethics
DOI:
https://doi.org/10.26507/rei.v7n13.172Keywords:
formative learning, personal growth, higher education, learning assessmentAbstract
In order to encourage an approach to assessing the level of learning and personal growth formative developed by the students was implemented an evaluation system which was applied in the subject of Ethics Informatics Engineering degree in Informatics Science from the Universidad de las Ciencias Informáticas, La Habana, Cuba.
Participated in the research 30 students from the 5th year of College 6 of that institution, the indicators used to assess formative learning and personal growth of students were: a) student participation in the evaluation process and their level of cognitive independence, b) the level of student responsibility (responsibility in education), and c) the comprehensive assessment, results of co-evaluation and self-evaluation, and integration with the teacher's assessment under the theoretical foundation of learning formative and personal growth.
The proposed parameterization of the evaluation was implemented identified as student had gone through each of the activities of teaching-learning process, showing the development of their capabilities, skills, habits, beliefs and values, leading to enrichment in theory of alternative evaluation procedures.
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