Abstract:

The need to specify the assessment criteria in the different modules of any Higher Education degree is a constant. Due to the fact that two or three teachers develop the didactic process with a limited number of lectures, there has to be a common agreement on how to assess students. In this paper we present a rubric to assess the work developed by students in the teacher training Master at the University of Zaragoza in the module of Context of the teaching-learning process. We then focus on the work, students are asked to do in virtual forums. To assess their contributions in the virtual forums we take into consideration the quality of their answers to the stated questions, the relationship they establish with other concepts learnt in the module, the turning up of different references, the times they have entered the forums, the quality of their writings and the interaction they have set with other partners to encourage a collaborative learning.
To assess the learning acquired in virtual forums we foster a significant, functional and interactive learning throughout ten weeks. After that, we analyze the contributions of students. Specific assessment is graded according to different levels of learning acquisition within the module. This type of activities developed in virtual learning environments favor students’ learning as far as they solve out their doubts with other peers, knowing in advance the assessment criteria.

We analyze the strengths and limitations of this experience from the perspective of improving the use of Information and Communication Technologies in virtual forums as we consider it constitutes an innovative implementation as an assessment tool.

Keywords:

Virtual forums, rubric, Higher Education learning, assessment.