Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education. Marín, V. & Pérez Garcias, A. Formative Assessment, Learning Data Analytics and Gamification, pages 3-24. Elsevier, 2016.
Formative Assessment, Learning Data Analytics and Gamification [link]Website  abstract   bibtex   
© 2016 Elsevier Inc. All rights reserved. In the European Higher Education Area various challenges are apparent regarding the use of didactical strategies centered on the learner, including learning assessment and improving self-regulated learning skills in students in preparation for lifelong learning. In this chapter, a collaborative e-assessment activity using the workshop plugin of the institutional virtual learning environment (VLE) based on Moodle in a preservice teacher training course at the University of the Balearic Islands (Spain) is presented as a strategy for promoting self-regulated learning. Experimental data were collected through the use of students' questionnaires and written reflections and the teachers' observations of the co-assessment results. The findings confirm the positive effects of co-assessment for students' learning and improving self-regulated learning abilities, and the workshop is valid for developing this type of e-assessment strategy in other courses. As another relevant result of the study, a model of the co-assessment strategy using the Moodle workshop plugin is proposed.
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 abstract = {© 2016 Elsevier Inc. All rights reserved. In the European Higher Education Area various challenges are apparent regarding the use of didactical strategies centered on the learner, including learning assessment and improving self-regulated learning skills in students in preparation for lifelong learning. In this chapter, a collaborative e-assessment activity using the workshop plugin of the institutional virtual learning environment (VLE) based on Moodle in a preservice teacher training course at the University of the Balearic Islands (Spain) is presented as a strategy for promoting self-regulated learning. Experimental data were collected through the use of students' questionnaires and written reflections and the teachers' observations of the co-assessment results. The findings confirm the positive effects of co-assessment for students' learning and improving self-regulated learning abilities, and the workshop is valid for developing this type of e-assessment strategy in other courses. As another relevant result of the study, a model of the co-assessment strategy using the Moodle workshop plugin is proposed.},
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 author = {Marín, V.I. and Pérez Garcias, A.},
 chapter = {Collaborative e-Assessment as a Strategy for Scaffolding Self-Regulated Learning in Higher Education},
 title = {Formative Assessment, Learning Data Analytics and Gamification}
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