scholarly journals La evaluación continuada como instrumento para el ajuste de la ayuda pedagógica y la enseñanza de competencias de autorregulación

2014 ◽  
Vol 8 (15) ◽  
pp. 14-20
Author(s):  
César Coll, et. al.
Keyword(s):  
Educational Psychology ◽  
Evaluation System ◽  
Bachelor's Degree ◽  
Multiple Sources ◽  
Credit Transfer ◽  
Evaluation Systems ◽  
Accumulation System ◽  
Starting Point ◽  
Psychology Course ◽  
The University

En este trabajo se presenta y discute un sistema de evaluación que permite al profesor obtener múltiples evidencias de las habilidades y conocimientos de los alumnos y optimizar la tutorización, el seguimiento y el apoyo al aprendizaje. La experiencia de innovación ha tenido lugar durante el curso 2005-06 en tres grupos experimentales de la asignatura de Psicología de la Educación, una asignatura troncal de la Licenciatura de Psicología diseñada en coherencia con European Credit Transfer and Accumulation System (ECTS) en la Universidad de Barcelona. La presentación del sistema de evaluación se utiliza como punto de partida para una reflexión más amplia sobre algunos criterios que deberían contemplarse, a juicio de los autores, en el diseño de sistemas de evaluación vinculados a la construcción del Espacio Europeo de Educación Superior.AbstractThis article presents and discusses an evaluation system that enables the teacher to obtain data of the students’ abilities and knowledge from multiple sources, in order to optimize the tutoring, the follow-up and the learning support. This innovative experience took place during the academic year 2005-2006. Three groups from the Educational Psychology course took part in the study. Educational Psychology is a key subject in the curriculum for the Bachelor’s Degree in Psychology, designed at the University of Barcelona in compliance with the European Credit Transfer and Accumulation System (ECTS). The presentation of this evaluation system intends to be the starting point toward a deeper reflection regarding the criterion that, according to the authors, should be taken into account when designing evaluation systems in connection with the creation of the European Space of Higher Education.

scholarly journals Students Academic Progress Analysis at the Escola Politècnica Superior of the Universitat de les Illes Balears: Background implications

2016 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Miquel Roca ◽  
Yolanda González ◽  
Ramon Mas ◽  
Joan Rossello ◽  
Loren Carrasco ◽  
...  
Keyword(s):  
Data Analysis ◽  
University Students ◽  
Academic Progress ◽  
Credit Transfer ◽  
Average Mark ◽  
Accumulation System ◽  
The University

In this work, the influence of the background of the University students is analyzed. In particular how the average mark of the students affects their academic progress. An anonymously collected data analysis is performed, Among these data are the number of European Credit Transfer and Accumulation System (ECTS) enrolled, the mark exams, average mark exams, access type, etc. Conclusions of each considered degree are presented at the end of the work.

The Cambridge Tripos in Economic and Political Science

2021 ◽  
pp. 107-140
Author(s):  
Keith Tribe
Keyword(s):  
Political Science ◽  
Bachelor's Degree ◽  
Teaching Of Economics ◽  
Starting Point ◽  
University Politics ◽  
One Year ◽  
The University ◽  
Great Stress

This chapter outlines the final phases of Alfred Marshall’s campaign to expand the teaching of economics in Cambridge by creating a three-year bachelor’s degree as the exclusive vehicle for the teaching of economics. Detailing the university politics and arguments employed for and against the teaching of economics, it shows why the particular content and structure of the curriculum took the form that it did. Some of this is a familiar story; but the founding of the new Tripos was only a new starting point, and too often it has simply been assumed that there is no need to consider how this new Tripos actually functioned in the ensuing years—the ‘success’ in creating the degree is read across to its subsequent history. By examining a database of student results over the first 50 years, a more nuanced picture is obtained. In particular, Marshall had laid great stress on a three-year programme. However, the degree was divided into a two-year Part I and a one-year Part II (revised to a one-year Part I/two-year Part II after 1930) and it can be shown that for some time a minority of students of economics completed three years: some just studied Part I, some just Part II. Furthermore, it can also be demonstrated that for most of the interwar years, students studying for three years were less successful in the final classification than those who had studied for Part II only.

Integrated Design of Web-Platform, Offline Supports, and Evaluation System for the Successful Implementation of University 2.0

2010 ◽  
pp. 533-551
Author(s):  
Soyoung Kim ◽  
Minyoung Kim ◽  
Junhee Hong
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Integrated Design ◽  
Successful Implementation ◽  
Evaluation Systems ◽  
Knowledge Based ◽  
Social Technologies ◽  
The University ◽  
Web Platform

University 2.0 is a collaborative way of constructing and sharing knowledge, based on epistemological and social technologies to amplify the effect of interaction and participation at higher education settings. In this case study, Web 2.0 social technologies were implemented to improve teaching and learning performances by integrating user-centered interactive platform, offline support strategies, and evaluation systems. The interactive web-platform is the essence of University 2.0 and enables the various interested parties to practice the 2.0 spirits of openness, sharing, and participation. In order to make learning based on the web-platform more effective and efficient, offline supports such as learning cells, learning facilitators, and learning spaces should be supplemented. The CIPP model was employed to monitor all processes of the University 2.0 project, to guide developers to the next steps, to attract attention from faculty members and students, and to derive consensus among them.

Prácticas curriculares y Sociología en la Universidade da Coruña: de las competencias a las experiencias profesionales y personales

2019 ◽  
pp. 4-23
Author(s):  
Ariadna Rodríguez-Teijeiro ◽  
Raimundo Otero-Enríquez ◽  
Laura Román-Masedo
Keyword(s):  
Personal Experience ◽  
Evaluation System ◽  
Methodological Triangulation ◽  
Depth Analysis ◽  
Academic Management ◽  
Improvement Measures ◽  
Different Dimensions ◽  
Skills Learning ◽  
The University

This paper presents, within the framework of the Degree in Sociology of the University of A Coruña (Spain), an evaluation system based on a methodological triangulation that has enabled an in-depth analysis of the different dimensions of the Degree Practicum. Namely, we have achieved some conclusions about: (a) the students' perception of the adequacy between the Practicum, the Degree and the "sociological activity" of the internship centers; (b) the students’ evaluation of skills, learning results and the "sociological vocation" of the centers; and (c) the students’ appraisal of features of the Practicum related to personal experience. From these evidences, improvement measures of this particular subject are illustrated. Such measures may be of interest within the scope of the academic management of the Degrees in Sociology.

The X factor that can help to motivate Generation Y

2015 ◽  
Vol 23 (1) ◽  
pp. 32-34 ◽  
Author(s):  
S.S. Sreejith
Keyword(s):  
Information Technology ◽  
Performance Evaluation ◽  
Evaluation System ◽  
Evaluation Criteria ◽  
Recognition System ◽  
Information Technology Workers ◽  
Content Type ◽  
Performance Evaluation System ◽  
Evaluation Systems ◽  
Effective Performance

Purpose – Explains why performance evaluation designed for manufacturers is inappropriate for information technology organizations. Design/methodology/approach – Underlines the distinctiveness of the information technology workforce and provides the basis for an effective performance- evaluation system designed for these workers. Findings – Highlights the roles of consensus and transparency in setting and modifying evaluation criteria. Practical implications – Urges the need for a fair and open rewards and recognition system to run in parallel with reformed performance evaluation. Social implications – Provides a way of updating performance evaluation systems to take account of the move from manufacturing to information technology-based jobs in many developed and developing societies. Originality/value – Reveals how best to recognize, reward and assess the performance of information technology workers.

Drawing to Tell Versus Drawing to Intrigue?

2021 ◽  
Vol 55 (3) ◽  
Author(s):  
Michael Renner
Keyword(s):  
Cultural Influences ◽  
Field Studies ◽  
Visual Anthropology ◽  
Indigenous Culture ◽  
University Of Cambridge ◽  
Blackwater Fever ◽  
Starting Point ◽  
New Hebrides ◽  
The University ◽  
Intention To Continue

The article “Drawing It Out” by Haidy Geismar (2014) in Visual Anthropology Review (Vol. 30, No. 2, pp. 97–113) focused on the use of images in early anthropology. The drawings by Arthur Bernard Deacon (1903–1927), which he made during his field studies in Vanuatu, New Hebrides from 1926 until his sudden death caused by blackwater fever in 1927, are the starting point of Geismar’s inquiry. The author discusses Deacon’s drawings and infers the potential of drawing as a methodology for anthropology. Deacon was a young PhD candidate who was sent to Vanuatu from the University of Cambridge. It was his intention to continue the studies of the indigenous culture of the New Hebrides at the time, which had been started by the Department of Anthropology at the University of Cambridge. In contrast to his expectations, Deacon found a culture in the process of decay. The subject of his study, the indigenous culture, had been threatened by diseases and cultural influences that settlers, missionaries, and traders imported with them since they landed in the middle of the nineteenth century. Deacon described the impossibility of protecting the indigenous culture and critically reflected on his role as an anthropologist (Geismar 2014, p. 102).

scholarly journals Bands in the secondary spectrum of hydrogen

1927 ◽  
Vol 114 (767) ◽  
pp. 293-313 ◽  
Keyword(s):  
Quantum Theory ◽  
Static Model ◽  
Moment Of Inertia ◽  
Initial Moment ◽  
A Value ◽  
Starting Point ◽  
Band Spectra ◽  
The University ◽  
Low Pressures ◽  
Complete Account

Fulcher’s discovery of bands in the secondary spectrum of hydrogen at low pressures proved the starting point of a number of investigations, including those, based on the valuable tables of Merton and Barratt, which have been carried out in the University of St. Andrews. The application of the quantum theory to these bands has been discussed by one of us (H. S. A.), by Curtis, and in particular by Richardson who, partly in association with Tanaka, has added greatly to the number of known regularities and done much to bring them into line with the theory of band spectra. Nevertheless, apart from the Fulcher system, of which Richardson has recently given a very complete account, there remains a very large number of lines which have not yet been classified. One of the present writers (I. S.) has been engaged in a study of the secondary spectrum at higher pressures, and among the regularities which have been selected by this method is a band with head at 4582·58 A. U. and shading towards the violet, which has been described in a recent communication. This band yielded an initial moment of inertia agreeing closely with a value deduced from a static model of triatomic hydrogen, H 3 . This band has since been found to be one of a large number of similar bands which it will be the purpose of this paper to describe. We shall refer to it for convenience as “Band II A , a .”

scholarly journals Universidad: NTIC, interacción y aprendizaje

2006 ◽  
pp. a061 ◽  
Author(s):  
Gerardo Meneses Benítez
Keyword(s):  
New Technologies ◽  
Teaching Tools ◽  
Starting Point ◽  
Key Factor ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
The University ◽  
The Impact

El trabajo que se presenta tiene como punto de partida la percepción o valoración que todos hemos realizado al finalizar un curso o programa educativo de que se ha producido, o no,  un aprendizaje a lo largo del mismo - independientemente de su carácter presencial o virtual -. Se aborda esta situación mediante el estudio de la influencia de las nuevas tecnologías de la información y de la comunicación en la enseñanza en la universidad y de forma más específica por medio de una investigación que persigue la identificación y caracterización de la interacción como elemento clave en el aprendizaje.AbstractThis paper has, as a starting point, the appreciation and assessment we all have done at the end of a course or educative program we have assesst, whether or not, there’s been a learning throughout the whole program – apart from its virtual or presencial character-. The situation has been undertaken by means of the study of the influence the new technologies of information and communication, have in the university teachings and, more precisely, through the investigation that aims at the interactivity identification as a key factor in the learnings in teaching: tools contributions, things that might changes, the nature of the interactivity accomplishment, the impact, the insertion of the different elements...

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