Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/12103
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dc.contributor.authorReyes García, Carmen Isabelen_US
dc.date.accessioned2014-08-01T02:30:29Z-
dc.date.accessioned2018-03-15T14:27:55Z-
dc.date.available2014-08-01T02:30:29Z-
dc.date.available2018-03-15T14:27:55Z-
dc.date.issued2013en_US
dc.identifier.issn0213-0610en_US
dc.identifier.otherWoS-
dc.identifier.urihttp://hdl.handle.net/10553/12103-
dc.description.abstractEn el área de Ciencias Sociales en la actualidad, dada la situación novedosa y compleja de la evaluación de la asignatura Trabajo Fin de Grado (TFG), se precisa de nuevos modelos que orienten a los diferentes agentes que tendrán que desarrollar la evaluación: tutores, miembros del tribunal, etc. El objetivo en este artículo es presentar una propuesta de evaluación alternativa que oriente a los tutores en la valoración de las competencias transversales de los TFG de las titulaciones de Educación Infantil y Primaria a través de la rúbrica. Presentamos el proceso de diseño que hemos seguido en dos rúbricas para establecer su calidad. Las orientaciones que ofrecemos han surgido de una revisión de la literatura existente y de un trabajo de campo. The Final Year Project, a new compulsory subject linked to Social Sciences, has been recently introduced in the Spanish University Degrees. Given its novelty and the difficulties its assessment entails, those agents, involved in evaluating the students' perform ance on this subject (e.g. supervisors, members of the assessment committee), need a fresh set of guidelines to assist their work. In order to meet this need in the Degrees of Preschool and Primary Education, our objective in this paper is to propose an alternative assessment model to help supervisors judge the TFGs by means of a rubric, and we offer two examples of this instrument. These assessment tools have been adapted for the TFGs where students specifically carry out a bibliographic review. The guidelines that we suggest here are the result of both the revision of existing research and fieldwork.en_US
dc.description.abstractThe Final Year Project(1), a new compulsory subject linked to Social Sciences, has been recently introduced in the Spanish University Degrees. Given its novelty and the difficulties its assessment entails, those agents, involved in evaluating the students' performance on this subject (e.g. supervisors, members of the assessment committee), need a fresh set of guidelines to assist their work. In order to meet this need in the Degrees of Preschool and Primary Education, our objective in this paper is to propose an alternative assessment model to help supervisors judge the TFGs by means of a rubric, and we offer two examples of this instrument. These assessment tools have been adapted for the TFGs where students specifically carry out a bibliographic review. The guidelines that we suggest here are the result of both the revision of existing research and fieldwork.en_US
dc.formatPDF-
dc.languagespaen_US
dc.relation.ispartofEl Guiniguadaen_US
dc.sourceGuiniguada [ISSN 0213-0610], v. 22, p. 128-148, (2013)en_US
dc.subject58 Pedagogíaen_US
dc.subject580106 Evaluación de alumnosen_US
dc.subject.otherLearning-Oriented Assessmenten_US
dc.subject.otherAlternative Assessmenten_US
dc.subject.otherFinal Year Projecten_US
dc.subject.otherRubricen_US
dc.subject.otherBibliographical Revisionen_US
dc.subject.otherHigher Educationen_US
dc.subject.otherEvaluación orientada al aprendizajeen_US
dc.subject.otherEvaluación alternativaen_US
dc.subject.otherTrabajo fin de gradoen_US
dc.subject.otherRúbricaen_US
dc.subject.otherRevisión bibliográficaen_US
dc.subject.otherEducación superioren_US
dc.titleLa evaluación del Trabajo Fin de Grado a través de la rúbricaen_US
dc.title.alternativeThe evaluation of End-of-Grade Work through headingen_US
dc.typeinfo:eu-repo/semantics/articleen_US
dc.typeArticleen_US
dc.identifier.isi000215085800008-
dc.compliance.driver1-
dc.identifier.absysnet235347-
dc.identifier.eissn2386-3374-
dc.description.lastpage148en_US
dc.description.firstpage128en_US
dc.relation.volume22en_US
dc.investigacionArtes y Humanidadesen_US
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess-
dc.type2Artículoen_US
dc.contributor.daisngid4134139-
dc.description.numberofpages21en_US
dc.utils.revisionen_US
dc.contributor.wosstandardWOS:Garcia, CIR-
dc.date.coverdate2013en_US
dc.identifier.ulpgcen_US
dc.description.sellofecytSello FECYT
dc.description.esciESCI
dc.description.erihplusERIH PLUS
item.grantfulltextopen-
item.fulltextCon texto completo-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.orcid0000-0001-6534-9359-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.fullNameReyes García,Carmen Isabel-
Colección:Guiniguada. 2ª Etapa. n.22, 2013 
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