Disrupting assessment practices: learning in times of pandemic

This article shows a teaching and evaluation device called “Collaborative Digital Notebook” (CDC) assembled and used in the curricular space "Contemporary Pedagogical Theories" of the Higher Teaching Degree in Educational Sciences belonging to a provincial jurisdictional institute. The dev...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Leone, Norma Isabel
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024
Materias:
Pandemia
Cuaderno Digital Colaborativo
Enseñanza
Aprendizajes
Evaluación
Pandemic
Collaborative Digital Notebook
Teaching
Learning
Assessment
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/833
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-833
record_format ojs
spelling I15-R208-article-8332024-08-26T15:51:44Z Disrupting assessment practices: learning in times of pandemic Interrumpir las prácticas de evaluación: aprendiendo en tiempos de pandemia Leone, Norma Isabel Pandemia Cuaderno Digital Colaborativo Enseñanza Aprendizajes Evaluación Pandemic Collaborative Digital Notebook Teaching Learning Assessment This article shows a teaching and evaluation device called “Collaborative Digital Notebook” (CDC) assembled and used in the curricular space "Contemporary Pedagogical Theories" of the Higher Teaching Degree in Educational Sciences belonging to a provincial jurisdictional institute. The device is made and developed based on the preventive and mandatory social isolation resulting from the COVID 19, during 2020. The study raises questions such as: Is it possible to combine technological, pedagogical, and didactic reflection as new ways of designing teaching processes that enable the development of a different assessment practice? How can we make it possible to know to what extent the knowledge was achieved or incorporated? How can we achieve assessment that supports learning based on good teaching practices? Why do I refer to "good teaching practices" and how can I link them to the idea of "good assessment practices"? According to Litwin (2012), "in good assessment practices, cognitive challenges are not meant for evaluation but are part of the daily life of the classroom; they are attractive to students and have positive consequences for learning" (p. 173). Within this framework, the proposal emerges based on writing and collaborative work as the main format for the circulation of knowledge, through written and collaborative productions that reflect a collective construction of what happens in the virtual educational scene. El presente artículo muestra un dispositivo de enseñanza y evaluación denominado “Cuaderno Digital Colaborativo” (CDC) armado y utilizado en el espacio curricular "Teorías Pedagógicas Contemporáneas" de la carrera del Profesorado Superior en Ciencias de la Educación perteneciente a un instituto jurisdiccional provincial. El dispositivo se confecciona y se desarrolla a partir del aislamiento social preventivo y obligatorio producto del COVID 19, durante el 2020. Se parte de interrogantes como: ¿será posible la combinación de la reflexión tecnológica, pedagógica y didáctica como nuevas formas de idear procesos de enseñanza que posibiliten el desarrollo de una práctica de evaluación distinta? ¿Cómo logramos que permita conocer en qué medida los saberes se lograron o se fueron incorporando? ¿Cómo logramos una evaluación que permita sostener aprendizajes cimentados en las buenas enseñanzas? ¿Por qué hablamos de “buenas enseñanzas” y cómo lograr vincularlas con la idea de “buenas prácticas de evaluación”? Litwin (2012) afirma: “en las buenas prácticas de evaluación los desafíos cognitivos no son para evaluar sino conforman una parte de la vida cotidiana del aula; éstas son atractivas para los estudiantes y con consecuencias positivas respecto de los aprendizajes” (p. 173). En este marco surge la propuesta basada en la escritura y el trabajo colaborativo como formato principal de circulación de saberes, mediante las producciones escritas y grupales, que den cuenta de una construcción colectiva de lo que acontece en la escena educativa virtual. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/833 10.35305/rece.v2i19.833 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/833/755 Derechos de autor 2024 Norma Isabel Leone https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Pandemia
Cuaderno Digital Colaborativo
Enseñanza
Aprendizajes
Evaluación
Pandemic
Collaborative Digital Notebook
Teaching
Learning
Assessment
spellingShingle Pandemia
Cuaderno Digital Colaborativo
Enseñanza
Aprendizajes
Evaluación
Pandemic
Collaborative Digital Notebook
Teaching
Learning
Assessment
Leone, Norma Isabel
Disrupting assessment practices: learning in times of pandemic
topic_facet Pandemia
Cuaderno Digital Colaborativo
Enseñanza
Aprendizajes
Evaluación
Pandemic
Collaborative Digital Notebook
Teaching
Learning
Assessment
author Leone, Norma Isabel
author_facet Leone, Norma Isabel
author_sort Leone, Norma Isabel
title Disrupting assessment practices: learning in times of pandemic
title_short Disrupting assessment practices: learning in times of pandemic
title_full Disrupting assessment practices: learning in times of pandemic
title_fullStr Disrupting assessment practices: learning in times of pandemic
title_full_unstemmed Disrupting assessment practices: learning in times of pandemic
title_sort disrupting assessment practices: learning in times of pandemic
description This article shows a teaching and evaluation device called “Collaborative Digital Notebook” (CDC) assembled and used in the curricular space "Contemporary Pedagogical Theories" of the Higher Teaching Degree in Educational Sciences belonging to a provincial jurisdictional institute. The device is made and developed based on the preventive and mandatory social isolation resulting from the COVID 19, during 2020. The study raises questions such as: Is it possible to combine technological, pedagogical, and didactic reflection as new ways of designing teaching processes that enable the development of a different assessment practice? How can we make it possible to know to what extent the knowledge was achieved or incorporated? How can we achieve assessment that supports learning based on good teaching practices? Why do I refer to "good teaching practices" and how can I link them to the idea of "good assessment practices"? According to Litwin (2012), "in good assessment practices, cognitive challenges are not meant for evaluation but are part of the daily life of the classroom; they are attractive to students and have positive consequences for learning" (p. 173). Within this framework, the proposal emerges based on writing and collaborative work as the main format for the circulation of knowledge, through written and collaborative productions that reflect a collective construction of what happens in the virtual educational scene.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2024
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/833
work_keys_str_mv AT leonenormaisabel disruptingassessmentpracticeslearningintimesofpandemic
AT leonenormaisabel interrumpirlaspracticasdeevaluacionaprendiendoentiemposdepandemia
first_indexed 2024-08-12T21:44:41Z
last_indexed 2024-09-04T02:41:13Z
_version_ 1809231562692100096

Ejemplares similares