Training teachers in digital competencies for formative assessment through collaborative e-rubrics
DOI:
https://doi.org/10.17398/1695-288X.22.2.9Keywords:
in-service teacher training, digital competencies, formative assessment, digital rubric, collaborative workAbstract
This study is based on the premise that the teaching profession is one of the professions with the greatest responsibility for educating citizens in digital competence, and as such we should focus on how to train these professionals. We carried out this research during an in-service teacher training programme in Ecuador and based it on the principle that we should train teachers in the same way as we expect them to teach their students. During the training programme, teachers acquire formative assessment skills using digital e-rubrics (teacher and peer assessment) and work in collaboration with other teams of teachers. We analysed the results of applying the same digital rubric to an oral competence exercise involving participating and course teachers, and conducted a correlational research design, obtaining a Cronbach's alpha of 0.953 from the 508 evaluations carried out with the same e-rubric. Based on the results, we present a digital rubric that has been validated to assess the oral presentation of educational projects. Moreover, we analysed the difficulties teachers had when using the rubric, as shown in the assessment of the quality of the resources. Examples of other practices and contexts for training teachers in digital rubric methods are also presented. Finally, we provide a set of web-based rubric tools as possible applications.
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