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e-Assesment 360º: 
an online collaborative process 
Montse Guitert, Teresa Romeu, Marc Romero Digital Literacy Area 
13/11...
Framework: e-Assessment in ICT competencies subject 
2 
Students are introduced in the acquisition of the competencies: 
•...
Framework: e-Assessment in ICT competences subject 
3 
Process Assessment 
Final Outcome Assessment 
Network process 
Spir...
Tractar i 
elaborar 
4 
Individual and collaborative learning 
processes 
Teacher as an orientator of 
the learning proces...
e-Assessment 360º 
Based on Communication 360º (Curcoll, 2014)
http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi 
Types of e-Assessment in the 360º paradigm 
Teacher: Pr...
http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi 
Assessment criteria and indicators 
Teacher: Process and...
http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi 
Individual and teamwork Feedback 
Teacher: process and r...
Student: e-Assessment 
Student 
Process assessment: 
Self-assessment 
Peer-assessment 
Reflection about the teamwork ...
Student’s process assessment 
Self-assessment 
Peer assessment 
Self-teamwork reflection
Student’s results assessment 
Dialectic Peer- assessment
Conclusions 
Students’ participation in his/her learning process, allows him/her to be aware of the acquisition of the sub...
Conclusions 
The consideration of different perspectives and actors becomes a validation of the e-assessment process itsel...
Conclusions 
On the virtual environments: evidences and multichannel are used. The 360º vision contribution to the e-asses...
Àrea de Capacitació Digital 
En Clau de TIC 
Montse Guitert mguitert@uoc.edu Teresa Romeu tromeu@uoc.edu Marc Romeu mromer...
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e-Avaluació 360º: un procés col•laboratiu en xarxa. Guitert, Romeu y Romero

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Presentem una experiencia d'avaluació que s’emmarca en l’assignatura “Competències TIC” als graus de la UOC que posa en pràctica metodologies i habilitats clau per treballar en un entorn digital des d’una perspectiva racional i crítica

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e-Avaluació 360º: un procés col•laboratiu en xarxa. Guitert, Romeu y Romero

  1. 1. e-Assesment 360º: an online collaborative process Montse Guitert, Teresa Romeu, Marc Romero Digital Literacy Area 13/11/2014
  2. 2. Framework: e-Assessment in ICT competencies subject 2 Students are introduced in the acquisition of the competencies: • Use an application of ICT in academic and professional contexts • Online teamwork Project based methodology (Railsback, 2002), with a continuous monitoring of the learning process to foster the gradual acquisition of the competences. Process Assessment Final Outcome Assessment Based on each phase’s outcomes and Process monitoring Based on the subject’s final outcome Starting Structuring Development Closing and dissemination COLLABORATIVE DIGITAL PROJECT CONTINUOUS E-ASSESSMENT
  3. 3. Framework: e-Assessment in ICT competences subject 3 Process Assessment Final Outcome Assessment Network process Spiral process Starting Structuring Development Closing and dissemination
  4. 4. Tractar i elaborar 4 Individual and collaborative learning processes Teacher as an orientator of the learning process Student’s active role As an individual As a part of a team (Romeu, 2014)
  5. 5. e-Assessment 360º Based on Communication 360º (Curcoll, 2014)
  6. 6. http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi Types of e-Assessment in the 360º paradigm Teacher: Process and result’s assessment Application of assessment criteria shown in learning activities using assessment indicators. During the process’ assessment , student’s self- assessment has an important role. Result assessment based on the analysis of each phase outcome of the digital project.
  7. 7. http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi Assessment criteria and indicators Teacher: Process and result’s assessment
  8. 8. http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi Individual and teamwork Feedback Teacher: process and result’s assessment
  9. 9. Student: e-Assessment Student Process assessment: Self-assessment Peer-assessment Reflection about the teamwork at the final of each phase Result assessment Dialectic assessment based on the analysis of the projects of other teamwork
  10. 10. Student’s process assessment Self-assessment Peer assessment Self-teamwork reflection
  11. 11. Student’s results assessment Dialectic Peer- assessment
  12. 12. Conclusions Students’ participation in his/her learning process, allows him/her to be aware of the acquisition of the subject’s competences through self- reflection activities. E-assessment personalization promoted by the consideration of both perspectives (individual and as a part of team): each student of the same team can obtain different grades according the quality of their individual work in the team framework. In the virtual classroom the e-assessment process can be a network assessment process
  13. 13. Conclusions The consideration of different perspectives and actors becomes a validation of the e-assessment process itself (gathering evidences of the process in all of its stages). e-assessment teacher students process results collaborative virtual space Virtual classroom individual A part of team
  14. 14. Conclusions On the virtual environments: evidences and multichannel are used. The 360º vision contribution to the e-assessment process consists in the collaborative dimension in which student has an important role. In order to assure the authenticity of this collaboration some attitudes are necessary (persistence on participation, periodicity of communication, transparency, engagement...) The 360º e-assessment proposal can be transferred in different learning activities and contexts.
  15. 15. Àrea de Capacitació Digital En Clau de TIC Montse Guitert mguitert@uoc.edu Teresa Romeu tromeu@uoc.edu Marc Romeu mromerocar@uoc.edu http://edulab.uoc.edu/

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