Digital rubric-based assessment of oral presentation competence with technological resources for preservice teachers

• Ana-Belén Pérez-Torregrosa ^[1] ; María-Jesús Gallego-Arrufat ^[2] ; Manuel Cebrián-de-la-Serna ^[3]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  2. [2] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  3. [3] Departamento de Didáctica y Organización Escolar, Facultad de Ciencias de la Educación

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• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 43, 2022, págs. 177-198
• Idioma: inglés
• DOI: 10.15581/004.43.009
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Evaluación basada en rúbricas digitales de la competencia de presentación oral con recursos tecnológicos para profesorado en formación Este estudio está dirigido a la e-evaluación de la competencia de presentación oral utilizando recursos tecnológicos en un modelo activo que combina aprendizaje basado en proyectos y aula invertida. Este estudio aplica el uso de una rúbrica digital para la evaluación de la competencia en presentación oral en diferentes situaciones de evaluación activa y progresiva de 99 futuros docentes en las que la participación es opcional u obligatoria. Los resultados muestran que la rúbrica digital empleada en varios momentos es una metodología y una tecnología que facilita el proceso de retroalimentación y diálogo entre docentes y estudiantes sobre los criterios de evaluación. Los resultados apoyan futuras decisiones de diseño metodológico de evaluación formativa apropiadas en entornos de aprendizaje online.

  • English

    This study focuses on e-assessment of oral presentation competence using technology resources in a model that combines project-based learning and flipped learning. This study uses a digital rubric to assess oral presentation competence in different situations of progressive assessment for 99 preservice teachers, situations in which participation was either optional or compulsory. Findings show that the digital rubric used at various times is a methodology and a technology that facilitates the feedback process and dialogue between teachers and students about the assessment criteria. The results support future decisions for methodological design of formative assessment appropriate to online learning environments.   

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