Assessment Strategies in Mixed Learning Applied in IT Engineering and Mathematics Studies

Autor/in	Puertas, Eloi
Titel	Assessment Strategies in Mixed Learning Applied in IT Engineering and Mathematics Studies
Quelle	In: Journal of Technology and Science Education, 12 (2022) 3, S.567-577 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Puertas, Eloi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	COVID-19; Pandemics; Engineering Education; Foreign Countries; Teaching Methods; Online Courses; Educational Change; Universities; Teacher Attitudes; College Faculty; Student Attitudes; Undergraduate Students; Student Evaluation; Evaluation Methods; Computer Science Education; Mathematics Education; Blended Learning; Performance Based Assessment; Information Technology; Technology Integration; Comparative Analysis; Competence; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Bildungsreform; University; Universität; Lehrerverhalten; Fakultät; Schülerverhalten; Schulnote; Studentische Bewertung; Computer science lessons; Informatikunterricht; Mathematische Bildung; Leistungsermittlung; Informationstechnologie; Kompetenz
Abstract	During the past COVID pandemic crisis, teachers of any level must adapt their teaching methodologies to an online learning environment. One of the fears most aspects was the course assessment. Nonetheless, a lot of teachers were attracted to using new tools, that previously exists on their online platforms. In Universitat de Barcelona learning was developed in a mixed form after the first COVID crisis, doing some activities online and others, like final semester exams, in person. During this phase, we carried out a questionnaire among students and teachers to know their opinion on assessment tasks during these semesters when online learning was more important than ever before. The results we have recollected show that professors and students do not always share the same point of view about the usefulness of different assessment strategies or how they are related to competence and skills achievements. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01