Cómo implicar al alumnado en la evaluación formativa. El valor del feedback

  1. Pablo Joel Santana Bonilla
  2. Francisco Jiménez Jiménez
  3. Patricia Pintor Díaz
  4. Víctor M. Hernández Rivero
Imaginar y Comprender la Innovación en la Universidad: VII Jornadas de Innovación Educativa de la Universidad de la Laguna
  1. Ana Vega Navarro (coord.)
  2. David Stendardi (coord.)

Publisher: Servicio de Publicaciones ; Universidad de La Laguna

ISBN: 987-84-15939-57-3

Year of publication: 2017

Pages: 169-180

Congress: Universidad de La Laguna. Jornadas de Innovación Educativa de la ULL (7. 2016. La Laguna)

Type: Conference paper


Cited by

  • Dialnet Métricas Cited by: 2 (03-12-2023)


The involvement of students in an assessment that aims to be formative is justified from an ethical criterion, which promotes the educational benefit of all those involved in the process of teaching and learning. From the perspective of formative assessment the feedback received and provided by the students during the process of teaching and learning is a key element. Under this assumption, in this article we present the experience developed in 7 subjects from 4 degrees in the context of the Educational Innovation Project entitled Student involvement in formative assessment of cross-subject competences and its impact on the process of teaching and learning. We describe the procedures used to communicate to students the subject evaluation system, and identify the strategies employed to offer feedback to the students during their learning process, in order that they could improve their productions before they are marked. To evaluate the experience we have designed a questionnaire aimed at students with the purpose to know their perception about several aspects of the evaluation system of the subjects and the kind of feedback employed, and a semi-structured self-report about the same aspects filled by the teachers at the end of the teaching time. Results show that the feedback offered let students to learn from mistakes and successes, and improve the realization of the task. In addition, when it was accompanied by the use of rubrics it helped them to understand the features of the task and to facilitate its improvement