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Revista Integra Educativa

versión On-line ISSN 1997-4043


CAMACHO GIRONDA, Carlos Aníbal. Self-assessment in the classroom: An innovative method to improve the quality of teaching-learning process in training teachers. Rev. de Inv. Educ. [online]. 2014, vol.7, n.2, pp.159-172. ISSN 1997-4043.

You cannot doubt that the educational evaluation is a complex task, so it is unthinkable to ignore the importance it represents in the teaching-learning process, regardless of the level of training involved; hence the educational evaluation constitutes a necessary and crucial task in teacher-student task. In principle, it is complex because within an educational process can be evaluated practically everything, which involves learning, teaching, teaching activities, student action, physical context and educational programs, curriculum, institutional, etc. But in this article we will address the issue of assessment of student learning. We start from a logical principle, in which the assessment usually is directed from teacher to student, however, this process can be more effective, effident and even more relevant when the directionality of the process is reversed; that is to say, when the student is the one "appraises"; They followed to this a number of teaching strategies, guides questions, test kit and other teaching techniques with teacher support are developed and applied in the classroom. The results obtained with the implementation of self-assessment method are compared between "conventional" evidence, that is to say the teacher to the student, and the technique of "student to student", ie those tests, which "apply" the students themselves together.

Palabras clave : assessment; self-reflective; teaching; learning.

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