Formative evaluation — an experience of learning and teaching innovation

Alba-Dorado, María Isabel

Abstract

Nowadays we find ourselves with a scenario marked by a training model that is increasingly complex and extensive over time, which differs considerably from what has been done so far. This raises the need to rethink, review and reconsider the teaching and learning model of the current universities with the aim of "designing" a new teaching model that responds to the new emerging training needs demanded by society at the beginning of the 21st century. These changes in the training model strongly affect the current evaluation processes as it changes not only the way in which it develops, but also changes the object of evaluation, but above all changes the role that evaluation plays in the improvement of said learning processes. The evaluation acquires a new formative dimension, integrating itself in these processes with the objective of regulating them, reorienting them and improving them. To know in greater depth relative theoretical aspects about how this formative evaluation is developed, the agents that intervene or to know its implementation through an experience of university teaching innovation will be the objective of this paper.

Formative evaluation — an experience of learning and teaching innovation

Author: Alba-Dorado, María Isabel

Publisher: IATED Academy

Year: 2018

Source: https://riuma.uma.es/xmlui/bitstream/10630/16390/1/INNOVATION%20AND%20COMMUNICATION%20TECHNOLOGIES%20%28ICT%29_Alba%20Dorado%2c%20M.%20I.pdf

INNOVATION AND COMMUNICATION TECHNOLOGIES (ICT) AS
A SUPPORT FOR THE DEVELOPMENT AND PROMOTION OF
CREATIVE THINKING PROCESSES IN UNIVERSITY TEACHING
M.I. Alba Do ado
Uni e si y o Malaga (SPAIN)
Abs ac
Nowadays, we a e a ending an expansion o he Inno a ion and Communica ion Technologies
(ICT) in a ious aspec s o li e, including he eaching one. In he same way, we obse e how
he impo ance o he c ea i i y’s ole has inc eased, being decla ed one o he mos impo an
skills in he educa ional con ex o he 21s cen u y. The impo ance o his c ea i e componen
in he o ma ion o people en ails a comple ely new app oach o eaching. Nowadays, eaching
can use many means o enhance he de elopmen o c ea i i y o mula ed h ough educa ional
objec i es. Among hese di e se means, echnological, audio isual and compu e ools occupy
a p i ileged place.
Inno a ion and Communica ion Technologies (ICT), due o i s mul idimensional na u e, can o e
nume ous ways o enhance he de elopmen o c ea i i y. These inno a i e didac ic ools
gene a e a high mo i a ing po en ial due o hei g ea appeal, and hey cons i u e a p opi ious
occasion o p o oke signi ican lea ning.
In his sense, he main objec i e o his pape is o e lec on hose educa ional s a egies ha
imp o e he eaching o uni e si y eaching s a based on he use o ICTs in he eaching-
lea ning p ocess om an en iching pe spec i e, as well as making he mos o he oppo uni ies
ha hese esou ces p o ide no only o he achie emen o pedagogical objec i es o he
imp o emen o s uden lea ning, bu also o encou age and de elop hei c ea i i y. To do so, i
is p oposed o e lec on a aining model ha suppo s, h ough hese echnological ools, a
p oac i e app oach o c ea i i y in he class oom ha includes he p esence o a o able
a i udes on he pa o he eache and he de elopmen o skills ela ed o he hinking and he
c ea i e beha io in he s uden s.
Keywo ds: Inno a ion and Communica ion Technologies, C ea i i y, A chi ec u e.