Palavras chave

Avaliação formativa, trabalho em equipe, aprendizagem colaborativa, avaliação colaborativa, formação inicial, ensino universitário, competências, eRubrics

Resumo

O trabalho colaborativo mediante tarefas e projetos em equipe é uma das metodologias mais generalizadas em educação para alcançar as competências de aprendizagem. Essas metodologias estão tendo cada vez maior aceitação no ensino universitário, apesar da dificuldade de conhecer o aprendizado individual produzido em cada um de seus membros. Este artigo mostra os resultados de um projeto de P+D+i, cujo objetivo geral consiste em «Analisar o impacto das eRubrics – rubricas eletrônicas – na avaliação das aprendizagens universitárias em suas diferentes modalidades», e pretende mostrar a abrangência desta ferramenta para melhorar a aprendizagem das competências ou habilidades colaborativas, produtos do trabalho em equipe e a avaliação colaborativa de tarefas no laboratório. A experiência se desenvolve com três grupos escolhidos (205 estudantes) de um total de seis grupos de estudantes de 1º grau do primário no curso 2011-12. Dos três grupos, um atua como grupo de controle e os outros dois como grupos experimentais que utilizaram eRubric. Foram observadas diferenças nas notas de uma prova escrita comum a todos, com melhores resultados nos grupos com eRubric. Além disso, é feita uma análise qualitativa, categorizando as respostas dadas pelos estudantes do grupo de controle sobre os critérios de avaliação que estes utilizam, para ver as coincidências com os critérios das eRubrics usadas nos grupos experimentais.

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Cebrián-de-la-Serna, M., Serrano-Angulo, J., & Ruiz-Torres, M. (2014). eRubrics in cooperative assessment of learning at university. [Las eRúbricas en la evaluación cooperativa del aprendizaje en la universidad]. Comunicar, 43, 153-161. https://doi.org/10.3916/C43-2014-15

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