Avaliación 4.0: Avaliación cooperativa en metodoloxías con aprendizaxe invertida

Abstract

galegoA palabra CAMBIO describe claramente a situacion da Educacion a todos os niveis (primaria, secundaria e superior) na nosa comunidade e fora dela, polo que nos preguntamos se estamos preparados para este cambio. Vivimos na Sociedade da Informacion, unha sociedade en constante evolucion que transforma tamen a Educacion, de xeito que compre falar de Educacion na Sociedade da Informacion. Este traballo xorde da vontade duns docentes por cambiar “algo” na sua docencia mais ou menos tradicional. Un dos aspectos mais criticos para os estudantes e, sen dubida, a avaliacion. A avaliacion forma parte do proceso de aprendizaxe principalmente para determinar o grao de adquisicion de competencias e adaptar o proceso educativo segundo as caracteristicas do estudante ou grupo de estudantes. A responsabilidade da mesma e tradicionalmente do profesor, co que estamos a excluir o alumno deste elemento fundamental da educacion. A demanda de roles de avaliacion invertidos e crecente, polo que neste traballo proponemos unha AVALIACION 4.0. Nela, estudantes e profesores comparten o rol de arbitros no proceso de aprendizaxe involucrando de xeito activo os primeiros, non so como desenadores de probas ou instrumentos de avaliacion, senon tamen como co-avaliadores, un rol innovador que, por analoxia coa aula invertida, leva a unha avaliacion invertida. EnglishThe word CHANGE clearly describes the state-of-the-art of Education at all levels (primary, secondary and higher) in our community and outside of it, so we are wondering if we are prepared for such a change. We live in the Information Society, which is continuously evolving and Education changes with it. Thus talking about Education in the Information Society is mandatory. This work arises from the willingness of some professors of higher education to change "something" in their more or less traditional teaching. The assessment is definitely the most critical aspect of the learning process from the point of view of students. The assessment determines the degree of acquisition of competences and adapts the educational process according to the characteristics of the student or group of students. The professor is traditionally responsible for that, so students are excluded from that task. The demand for flipping assessment roles is growing, and therefore in this work we propose what we denote 4.0 ASSESSMENT. Both students and teachers will share the role of referees in the learning process by actively involving students not only as designers of assessment tests and instruments but also as coevaluators, an innovative role that takes us by analogy with the flipped classroom to flipped assessment.