Elia Ramos, María Ramos, Marta Espericueta, Cristina Cepeda, Jesús García
Research conducted with 30 students of Master of Science in Education UAdeC .. Instrument variables as age, sex and whether it works or not, 5 categories with 44 indicators scale 0-10 Being obtained mean, standard deviation, normal to + -. Standard deviation, correlation, 0.05 mistake. Comparison with Student t, 0.05 mistake. Academic achievement of the school record.
Taste for assessments is similar to the stress they cause. Evaluation is not a form of coercion, it is useful, does not reflect the learning, nor are stressful. They prefer oral examinations, practical projects and research, stress is not a factor that affects the choice of the evaluation. Practical projects and oral exams reflect learning. Reflecting learning prefer assessment. Self-evaluation is preferred. Assessments are an effective way of learning feedback, do not delete or change them. Youth with high achievement: do not get stressed with assessments, considered of little value, are inherent to learning, and a means of control and coercion, written, oral examinations and presenting issues are not good assessment tools, research projects if they reflect learning, teacher evaluations, peer and self-assessments are adequate, a good evaluation of feedback. Men and women are like the evaluation.
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