Student perception of workload and Formative Assessment in Flipped Learning
DOI:
https://doi.org/10.47197/retos.v50.97236Keywords:
active methodologies, learning-oriented assessment, ECTS, Higher EducationAbstract
The objective of the study is to inquire about the learning processes in the flipped learning model from the perspective of university students. A qualitative design with elaboration and validation of an interview script was used in the investigation. The participants were questioned about the quantitative estimates of the distance load in a flipped learning model and about their perception of the use of formative assessment strategies. A content analysis of the information obtained in the interviews was carried out. The results reflect that the students consider the time that the European Credit Transfer and Accumulation System (ECTS) allocates to non-contact work to be oversized, and that the quantitative estimate made on the tasks by other classmates for the flipped learning model is adequate. Equally positive is the assessment of student participation in the assessment, through strategies such as peer assessment, self-assessment, dialogue grading or shared assessment.
Keywords: active methodologies; learning-oriented assessment; formative assessment; shared evaluation; Higher education
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