Abstract
The aim of this chapter was to check the importance of the curricular alignment between the teaching methodology and the assessment system used, specifically between the use of tutored learning projects (TLP) and formative and shared-assessment (FandSA) systems, in terms of student participation in assessment. The assessment of students and lecturers on student participation in the FandSA processes is studied when they are associated with active learning methodologies such as TLP. The study sample consisted of 256 students and lecturers from higher education. The results obtained show a high level of satisfaction with the experience of good practice in developing TLP in groups and taking part in the assessment process. One of the advantages found is that student involvement in their learning was high, and an increase was observed in all the subjects. The main disadvantage that the students indicated was the high workload involved.
TopIntroduction
Firstly, two concepts are described that are basic throughout this study: Tutored Learning Projects (TLP) and Formative and Shared-Assessment (FandSA).
According to Meyer (2014), TLP are a working method where students carry out learning related to real situations that may occur in their professional practice in a guided and active way.
On the other hand, “Formative Assessment” seeks to improve student learning, teaching practice and the teaching-learning process that is carried out; therefore, the feedback and feedforward processes that are generated are fundamental. The concept of “Shared-Assessment” is complementary to that of formative assessment and refers to the involvement of students in the assessment processes, through dialogue and decision-making with lecturers on the teaching-learning processes (López-Pastor, 2009; López-Pastor and Pérez-Pueyo, 2017).
Despite the evidence and positive experiences with the application of FandSA in TLP, there is a lack of literature on the curricular alignment between this assessment and TLP. Neither are there many references on the analysis of student participation in FandSA within TLP in relation to its curriculum coherence.
Therefore, the authors consider that it is interesting to analyse the assessment of students as participants in the FandSA system in TLP, in order to check whether there really is curricular alignment. In this regard, the following research objective is proposed: to analyse how the FandSA system and the TLP methodology affect student engagement in learning.
Key Terms in this Chapter
Higher Education: The last stage of the academic learning process in universities, oriented towards access to the labour system.
Teacher: A person who has studied for a Teacher Degree and works as a teacher in Early Childhood Education and/or Primary Education schools.
Shared assessment: A dialogical process between lecturer and student to evaluate and improve teaching-learning processes and encourage student participation in assessment.
Methodology: A set of teaching techniques, methods and strategies that promote the acquisition of learning and skills.
Physical Education: The educational action that frames the work with motor and physical activity to acquire learning and develop different physical and expressive capacities and skills.
Instructional Alignment: The process by which the focus is on establishing the greatest possible coherence between the different curricular elements (objectives, professional competences, contents, assessment criteria, etc.).
Formative Evaluation: An evaluation process that focuses on improving the student's learning and teaching-learning processes, as well as the lecturer's teaching quality.