Universidad de Zaragoza (SPAIN)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 8465-8470
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0846
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
The purpose of this project arises to follow up the one entitled “Analysis of the co-evaluation technique based on collaborative rubric as a learning tool” carried out by the same teaching team during the last year.

In this current phase, not only the consolidation and the accurate application of the acquired experience about evaluation between peers and rubric application is planned but the transfer of the new learning outcomes achieved by these methodologies to the effective development of common competences in an extended set of knowledge areas.

The subsequent point of advance states a double objective or task related on the one hand to the specific implementation of the evaluation between peers and the rubric in each selected subject and on the other hand to the creation of a common and agreed tool to be largely used for the cross-cutting competencies in these subjects.

The common element of application in all of the involved subjects of the project has been the rubric for the evaluation between peers of "Oral presentations". The result is now a systematic reinforcement of the active role and autonomy of the student and the possibility to record some facts on positive and negative results so they can be jointly and transversely shared and analyzed.

Finally the project has incorporated new collaborative online tools (Moodle) shared by all participating students and the teaching group allowing to evaluate the satisfaction degree, the evolution of development indicators and the real impact obtained in the gradual implementation of the system. The analysis indicators on which work has been done are as follows:
- Appraisal of the characteristics of the rubric.
- Usefulness of the evaluation mode.
- The evaluation process.
- The effect on the learning.
- The student commitment in the use of the rubric.
- The perception of the evaluation process and its validity.
Rubric, co-evaluation, competences, collaborative tools.