Por favor, use este identificador para citar o enlazar este ítem:
http://hdl.handle.net/11531/83782
Registro completo de metadatos
Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | López Hernández, Alfonso | es-ES |
dc.contributor.author | Buckingham Reynolds, Lyndsay Renee | es-ES |
dc.contributor.author | Strotmann, Birgit | es-ES |
dc.date.accessioned | 2023-10-10T11:28:30Z | - |
dc.date.available | 2023-10-10T11:28:30Z | - |
dc.date.issued | 2023-12-01 | es_ES |
dc.identifier.issn | 0191-491X | es_ES |
dc.identifier.uri | https://doi.org/10.1016/j.stueduc.2023.101307 | es_ES |
dc.description | Artículos en revistas | es_ES |
dc.description.abstract | . | es-ES |
dc.description.abstract | This paper explores the contributions of co-teaching to learning-oriented assessment in eight co-taught undergraduate courses, over two academic years, in the fields of Education and Translation and Interpreting; specifically, whether collaborative teaching enhances assessment design and practices while developing instructors’ and students’ assessment literacy. Evidence from reflective teacher diaries and student focus group data was triangulated, with results suggesting a positive effect of co-teaching on formative assessment, especially regarding the quantity and quality of feedback received by students. Concerning summative assessment, transparency and communication were found to be key factors in reducing student concerns over the grading process. Finally, co-teaching appears to enable a two-way street encouraging students to provide feedback to their instructors and, in the process of doing so, develop their own feedback literacy. Overall, co-teaching, when well-planned and coordinated, can facilitate learning-oriented assessment, as well as provide a fruitful space for instructors’ professional development in assessment practices. | en-GB |
dc.format.mimetype | application/pdf | es_ES |
dc.language.iso | en-GB | es_ES |
dc.rights | es_ES | |
dc.rights.uri | es_ES | |
dc.source | Revista: Studies in Educational Evaluation, Periodo: 3, Volumen: 79, Número: ., Página inicial: 101307, Página final: . | es_ES |
dc.subject.other | Innovación educativa para una formación integral en diferentes etapas y contextos | es_ES |
dc.title | Enhancing learning-oriented assessment through co-teaching in higher education | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.description.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.rights.holder | La editorial no permite el depósito en abierto | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/restrictedAccess | es_ES |
dc.keywords | . | es-ES |
dc.keywords | Higher educationStudent evaluationCo-teachingTeacher evaluationEvaluation utilizationEvaluation methods | en-GB |
Aparece en las colecciones: | Artículos |
Ficheros en este ítem:
Fichero | Tamaño | Formato | |
---|---|---|---|
2023101011415666_2023_Lopez_Buckingham_Strotmann_A.pdf | 1,32 MB | Adobe PDF | Visualizar/Abrir Request a copy |
Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.