About this paper

Appears in:
Pages: 9318-9323
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.2203

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

ON THE PERFORMANCE AND PERCEPTION OF UNIVERSITY STUDENTS PLAYING THE ROLE OF ASSESSORS. TECHNOLOGY TEACHERS IN FORMATION AS CASE OF STUDY

D. Airado-Rodríguez1, F. Cañada-Cañada1, M.D. Víctor-Ortega2, M.A. Dávila-Acedo1, D. González-Gómez1, J.S. Jeong1

1University of Extremadura (SPAIN)
2University of Granada (SPAIN)
It is a fact that implying the students in the assessment of their peers allows them to understand the goals of the assignment, and the goals of assessment. In this communication, the main results of a peer-assessment experience carried out with future technology teachers are presented. The experience has been carried out with a group of postgraduate students of the subject “professional activities and work orientation in the field of technology”. The assignment further assessed consisted on the preparation of oral presentations about didactic tours in the field of technology. A scoring rubric was developed in order to assist the assessment process. The performance of the scoring rubric has been statistically stated.

On the other hand, the students’ perception of the peer assessment experience was studied through the analysis of their emotions. A list of both, positive and negative emotions, was provided to the students and they were asked to explain whether they felt them or not while assessing their peers. Additionally, the same emotions were measured to the students, as public speakers, immediately after making their oral presentations. Statistical analysis of the results reveals important differences in the emotions that the students feel like assessors or speakers (assessed).
@InProceedings{AIRADORODRIGUEZ2017ONP,
author = {Airado-Rodr{\'{i}}guez, D. and Ca{\~n}ada-Ca{\~n}ada, F. and V{\'{i}}ctor-Ortega, M.D. and D{\'{a}}vila-Acedo, M.A. and Gonz{\'{a}}lez-G{\'{o}}mez, D. and Jeong, J.S.},
title = {ON THE PERFORMANCE AND PERCEPTION OF UNIVERSITY STUDENTS PLAYING THE ROLE OF ASSESSORS. TECHNOLOGY TEACHERS IN FORMATION AS CASE OF STUDY},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.2203},
url = {http://dx.doi.org/10.21125/inted.2017.2203},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {9318-9323}}
TY - CONF
AU - D. Airado-Rodríguez AU - F. Cañada-Cañada AU - M.D. Víctor-Ortega AU - M.A. Dávila-Acedo AU - D. González-Gómez AU - J.S. Jeong
TI - ON THE PERFORMANCE AND PERCEPTION OF UNIVERSITY STUDENTS PLAYING THE ROLE OF ASSESSORS. TECHNOLOGY TEACHERS IN FORMATION AS CASE OF STUDY
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.2203
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 9318
EP - 9323
ER -
D. Airado-Rodríguez, F. Cañada-Cañada, M.D. Víctor-Ortega, M.A. Dávila-Acedo, D. González-Gómez, J.S. Jeong (2017) ON THE PERFORMANCE AND PERCEPTION OF UNIVERSITY STUDENTS PLAYING THE ROLE OF ASSESSORS. TECHNOLOGY TEACHERS IN FORMATION AS CASE OF STUDY, INTED2017 Proceedings, pp. 9318-9323.
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