Aprendizaje autorregulado a través del feedback interno y externolos clickers y la rúbrica

  1. Vázquez, Mª J.
  2. Arce, M.E.
  3. Seijo, D.
  4. Vilariño, M.
Book:
FECIES 2013: X Foro Internacional sobre Evaluación de la Calidad de la Investigación y de la Educación Superior
  1. María Teresa Ramiro Sánchez (coord.)
  2. Tamara Ramiro Sánchez (coord.)
  3. María Paz Bermúdez Sánchez (coord.)

Publisher: Asociación Española de Psicología Conductual AEPC

ISBN: 978-84-697-0237-6

Year of publication: 2014

Pages: 718-722

Congress: Foro sobre la Evaluación de la Calidad de la Educación Superior y de la Investigación (10. 2013. Granada)

Type: Conference paper

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Abstract

The EEES incorporates methodological strategies and learning resources oriented towards self-regulated learning. Thus, students should develop different learning strategies; such as, monitoring (i.e., clickers) and the self-evaluation (i.e., rubric). The clickers assist students in organizing and understanding the didactic material. The rubric helps students to focus on skills development. The clickers are implemented based on three phases: question formulation, individual vote and discussion. The questions are limited to the aims of the topic, which are formulated based on the first two Bloom's taxonomy levels. The questions are formulated during the lectures in order to point out the most important concepts, to distinguish similar concepts, to associate theoretical assumptions or to summarize the lesson.

Data source: Dialnet