Los procesos de revisión textual en entornos virtuales de aprendizaje. Evaluar para aprender en la universidad

Abstract

This paper presents the results of a research linked to the skills development in the assessment of written expression—revision and rewriting—in collaboration and online. 167 students have participated, all of them enrolled during 2018-2019 in the first and fourth years of the Master’s degrees in Primary Education and Childhood Education of the University of Valencia. The analyzed data come from the experimentation of a series of pedagogical practices aimed at the development and improvement of the academic-professional communication skills of both degrees and clearly convergent with the principles of the EHEA methodological framework: (1) the centrality of the competences as object of university learning; (2) an action-oriented learning model; and (3) a conception of university education as a process of progressive approach, incorporation and integration in the community of experts and professionals in the area. To this aim, an assessment procedure has been designed including a series of tasks focused on the linguistic education of future teachers: its analysis emerges the conviction of the potential of collaborative learning, the effectiveness of virtual learning environments and learning-oriented assessment. Some relevant conclusions are confirmed: the ability of the approach to generate collaborative dynamics between peers and its convenience to optimize the learning of academic writing, as well as the pedagogical knowledge of the assessment.