 |
 |
 |
 |
 |
Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Application of Information and Communication Technologies to a
Competency Based Self-evaluation Strategy
Mario Guillermo Oloriz, María Laura Lucchini, Pablo Fernando Oloriz
(Universidad Nacional de Luján (UNLu), Departamento de Ciencias Básicas, Argentina)
Abstract: The motivation to improve the way in which the educational process that we carry out in the academic activities that integrate the university careers is developed, leads us to explore different strategies and tools that help to the significant learning of the students. In this particular case, we integrate part of the teaching staff responsible for one of the subjects of the academic curriculum of the Degree in Information Systems offered by the National University of Luján (UNLu), in the Argentine Republic. During 2015, we worked to define which competences we expected students to develop in each of the classes in which the activities that integrate the subject are divided. We were working in terms of defining the content to be discussed and activities to be developed, but without determining what competences the student should have if the activity had achieved its objective. We also develop self-assessment activities aimed at ensuring that students can verify if they have achieved the skills expected at the end of these activities. These self-evaluation activities would serve both to control the student himself and to provide essential information to the teaching team regarding the result of their work and the way in which the group of students achieved the proposed objectives. We implemented these self-assessment activities during 2016, based on the Educational Platform that UNLu possess. The activities were designed for the evaluation environment of the platform, seeking to automate the correction as well as the return to the student and the justification in case the result was not the expected. The self-assessment activities were mandatory for all students, replacing the requirement to deliver practical work for the first part of the course prior to the first partial evaluation. The students were alerted that these activities would not be considered part of their evaluation. All of the students who showed up at the first part completed most of the self-assessment activities. The results were, on average, for the six compulsory activities, of the order of 50% of correct answers. The result of the partial evaluation that corresponded to the contents included in these self-evaluation activities was 100% approval. For the last three years, the approval rate of that same evaluation was in the order of 75%. It was cautioned that the level of difficulty of the evaluation was similar to that of previous years. During the second part of the course, self-assessment activities were not implemented based on competences, since they were not developed and tested prior to the start of classes. The result of the second partial evaluation was 78% of approved. The students were consulted about their experience with the self-evaluation activities, stating that they helped in the reflection and understanding of the topics. Many of the students consulted attributed the negative result of the second partial evaluation to the lack of self-evaluation activities. We estimate that having mediated with information and communication technologies, the evaluation process and that it was not oriented to the content but to the competences that the student should have developed and facilitated the learning process. Given the the result obtained, we are developing similar activities for the second part of the course.
Key words: competences, information and communication technologies, self-assessment