Empowerment and Transfer of Student Learning From Transformational Model in Evaluation: Applied Case in Higher Education


This study describes and deepens the use of evaluation procedures based on the participation of students with respect to objectives and achievements in their learning outcomes, promoting evaluation processes based on empowerment and the transfer of effective learning from evaluation. The study is based on a descriptive qualitative approach, with a non-experimental design based on intrinsic case studies.The results show that the students developed critical thinking skills, collaborative work and skills to make decisions autonomously, considering the way the teacher involved and empowered their students in their own evaluation processes.However, An issue that the teacher himself encouraged during the development of the subject, that students can reflect on their learning achievements, has facilitated the possibility of making the right decisions at the right time, changing the way they approached their work and academic commitments on a recurring basis, giving them the possibility to choose the way they organize themselves and the best way to present the evidence of their work to be evaluated, it was possible to review and correct with their group mates, the results of their evaluations and identify their errors collaboratively, the same was done by the teacher as an effective feedback process, the students recognize that they had access to the rubrics and evaluation guidelines in advance, which facilitated their work as well as being able to have a more descriptive feedback of their successes and errors.

Author Information
Marisol del Carmen Alvarez Cisternas, Universidad de las Americas, Chile
Karen Nicole Jiménez Mena, Universidad de las Americas, Chile

Paper Information
Conference: PCE2023
Stream: Assessment Theories & Methodologies

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Posted by James Alexander Gordon