Abstract:

Within the framework of the innovation groups at the Universitat de València, the group COLLABORA orients assessment and writing towards learning including electronic media and cooperative learning. Specifically, the design presents shared and virtual review and evaluation: students are invited to share a collaborative writing proposal of a virtual diary about the attending sessions of a subject in the first course of Primary and Childhood Education at the University of Valencia. The methodology of the study starts from the specifications of the action research, with a content analysis design of the students’ reviews. The results show a growing involvement in collective review processes, as well as an improvement of the competences involved in academic writing. In addition, students got used to the textual revision phase of their own production and others’ ones, and they were made aware of the importance of their active participation in the assessment processes, both in their enhancing aspect of the apprenticeships evaluated and for generate the development of other learning involved; all of them important in the professional future of all students of Education.

Keywords:

Collaborative learning, collaborative writing, linguistic training, innovation, learning oriented assessment.