This study compares two types of activities involving narrative text revision: the first one consists in a traditional evaluation by teachers and the second one involves iterative co-evaluation with a rubric. A total number of 128 Primary school learners that were randomly assigned to the two types of assessment took part in this study. They were asked to write a composition that was assessed with the assigned evaluation procedure in each case. After the evaluation process (by means of hetero-evaluation or iterative co-evaluation), the participants completely rewrote their compositions. A standardized test (PROESC: assessment of writing processes) and a rubric were applied in order to analyze the improvements in the new versions of the compositions. The narrations were also marked by four teachers, unaware of the research. The number of changes introduced by the participants in the second version of the narrations was also counted. The results show that 76% of the subjects that were assessed by means of iterative co-evaluation introduced the changes suggested by their peers as opposed to 86% of the learners in the other group that incorporated the modifications indicated by their teacher. The process of iterative co-evaluation with rubric resulted in a clear improvement in the organization and contents of the narrative texts (mainly in the description of the characters and in the story setting) while the students assessed by their teachers improved, significantly, their grammar and, above all, spelling mistakes.Resumen: En esta investigación se compararon dos tipos de actividades de revisión de textos narrativos: una de evaluación tradicional por parte del profesor y otra de coevaluación iterativa con rúbrica (CIR). Un total de 128 alumnos de Educación Primaria, asignados aleatoriamente a ambas modalidades de evaluación, redactaron una narración que, tras el proceso de heteroevaluación o de coevaluación, respectivamente, fue posteriormente English version: pp. 184-198 / Versión en español: pp. 199-213 re-escrita por completo. Para analizar las mejoras en las narraciones se aplicó una prueba estandarizada (PROESC) y una rúbrica. Las narraciones fueron también calificadas por cuatro maestros, ajenos a la investigación. Por último, se contabilizaron el número de cambios introducidos por los sujetos en la segunda versión del relato. Los resultados muestran que el 76% de los sujetos que participaron en la actividad de CIR introdujo las sugerencias de mejora aportadas por los compañeros, frente a un 86% que incorporó modificaciones indicadas por el profesor. Las actividades de CIR desencadenaron una mejora significativa en la organización y el contenido de la narración (principalmente en la descripción de los personajes y del marco en el que ocurre la historia); mientras que los alumnos que fueron evaluados por el profesor mejoraron significativamente en los aspectos gramaticales y, sobre todo, ortográficos.Palabras clave: aprendizaje cooperativo; evaluación por pares; rúbrica; escritura; Educación PrimariaThe act of w...
Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in Extremadura, Spain, from the teachers’ point of view. To do so, a reliable and valid questionnaire was administered to a total of 106 teachers from more than 20 schools in Extremadura, followed by the subsequent categorization of more than 300 comments obtained from semi-structured interviews with 16 teachers. The results show that teachers value an inclusive philosophy in schools, especially in terms of values and policies. Teachers working in special schools had a moderately more positive perception of the degree of inclusion in their school, although there were hardly any significant differences compared to teachers in other types of schools, nor were there any significant differences according to teachers’ prior training. Finally, the importance of evaluation in the creation of plans to guarantee an improvement in the attention to diversity is assessed.
La crisis derivada de la pandemia por COVID-19 ha provocado el cierre de los centros educativos, trasladando la enseñanza de la escuela a los hogares. La educación a distancia ha supuesto un reto para las familias que, en ocasiones, realizan un sobreesfuerzo para cumplir con las demandas escolares. Por ello, el principal objetivo de este estudio es explorar los factores concretos que dificultan la adaptación a la enseñanza no presencial de las familias del alumnado de Educación Primaria. Con el propósito de responder al objetivo señalado, se han ejecutado análisis estadísticos a partir de las respuestas de 236 familiares de alumnos de escuelas públicas de nuestro país a un cuestionario, creado y validado ad hoc, como sistema cuantitativo de obtención de datos. Por otra parte, se ha llevado a cabo un análisis cualitativo de más de 600 comentarios emitidos por los 236 familiares a una pregunta de tipo abierto. Los resultados reflejan que casi la mitad de las familias reconocen dificultades de adaptación a la enseñanza no presencial, existiendo falta de recursos, carencia de conocimientos y problemas organizativos que han generado sentimientos negativos. Estas dificultades se agravan en los hogares del alumnado con familiares desempleados durante el confinamiento. Finalmente, se refleja la necesidad de la activación de actuaciones que fomenten la comunicación, escuela y familia, y que disminuyan la brecha digital por condiciones sociofamiliares.
The confinement of the Spanish population due to the COVID-19 pandemic triggered a change in patterns of electronic device usage, leading to an increase in internet traffic. This study sought to evaluate the use of social media by the Spanish population before and during the COVID-19 lockdown. An extensive ad hoc questionnaire was prepared and distributed to a total of 397 people of different ages from different Spanish provinces. The questionnaire was previously validated and was found to be reliable. The results showed that during the lockdown, the most frequently used social networks were WhatsApp and Facebook, although others, such as Telegram and TikTok, also experienced a significant increase in user registrations. There was also an increase in the number of hours spent per week using social media, especially Facebook, WhatsApp and YouTube, to share images, videos and audio messages, with a significant increase in document sharing and knowledge acquisition. The final section discusses some of the results and concludes by highlighting the importance of analyzing social behavior in times of crisis in order to design more effective and personalized communication strategies.
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