Ipsative assessment of essay writing to foster reflection and self-awareness of progress

114 Páginas.

Detalles Bibliográficos
Autores Principales: Univio Cespedes, Diana Jazmin, Perez Montaña, Andrea del Pilar
Otros Autores: Acero Ríos, Claudia Lucía
Formato: Desconocido (Unknown)
Lenguaje:Inglés (English)
Publicado: Universidad de La Sabana 2014
Materias:
Acceso en línea:http://hdl.handle.net/10818/12491
id ir-10818-12491
recordtype dspace
institution Universidad de La Sabana
collection DSpace
language Inglés (English)
topic Inglés -- Enseñanza -- Colombia
Inglés básico -- Educación
Escritura -- Inglés
spellingShingle Inglés -- Enseñanza -- Colombia
Inglés básico -- Educación
Escritura -- Inglés
Univio Cespedes, Diana Jazmin
Perez Montaña, Andrea del Pilar
Ipsative assessment of essay writing to foster reflection and self-awareness of progress
description 114 Páginas.
author2 Acero Ríos, Claudia Lucía
author_facet Acero Ríos, Claudia Lucía
Univio Cespedes, Diana Jazmin
Perez Montaña, Andrea del Pilar
format Desconocido (Unknown)
author Univio Cespedes, Diana Jazmin
Perez Montaña, Andrea del Pilar
author_sort Univio Cespedes, Diana Jazmin
title Ipsative assessment of essay writing to foster reflection and self-awareness of progress
title_short Ipsative assessment of essay writing to foster reflection and self-awareness of progress
title_full Ipsative assessment of essay writing to foster reflection and self-awareness of progress
title_fullStr Ipsative assessment of essay writing to foster reflection and self-awareness of progress
title_full_unstemmed Ipsative assessment of essay writing to foster reflection and self-awareness of progress
title_sort ipsative assessment of essay writing to foster reflection and self-awareness of progress
publisher Universidad de La Sabana
publishDate 2014
url http://hdl.handle.net/10818/12491
_version_ 1679478360849252352
spelling ir-10818-124912019-09-13T21:31:14Z Ipsative assessment of essay writing to foster reflection and self-awareness of progress Univio Cespedes, Diana Jazmin Perez Montaña, Andrea del Pilar Acero Ríos, Claudia Lucía Alvira Quiroga, Jesús Roberto Inglés -- Enseñanza -- Colombia Inglés básico -- Educación Escritura -- Inglés 114 Páginas. La evaluación Ipsativa para mejorar la redacción de textos argumentativos tuvo como objetivo analizar cómo un tipo alternativo de evaluación influyó en la habilidad de escritura de 14 adultos jóvenes y 10 adultos de dos universidades colombianas, una con un programa de idiomas para los estudiantes de pregrado de diversas carreras, y la otra en un programa de licenciatura . Ambos contextos, el presencial y en línea correspondientemente, fueron sometidos al mismo proceso de intervención e investigación. Debido a la naturaleza propia de la evaluación ipsativa, este estudio también se interesó en sus efectos sobre el aprendizaje auto-dirigido y a largo plazo. Las preguntas de la investigación se enfocaron en analizar como los estudiantes estructuraban sus ensayos por medio de la retroalimentación ipsativa y como este enfoque de evaluación influenció a los estudiantes a nivel individual. Para este estudio de investigación se reunieron datos cualitativos y cuantitativos de los 24 estudiantes a través de cuatro tipos de instrumentos: pre y post-cuestionarios, un formato ipsativo, ensayos de los estudiantes y sus calificaciones. Estos datos se analizaron por medio de muestreo teórico y estadística descriptiva. El primero permitió a los profesores-investigadores identificar patrones en las reflexiones de los estudiantes y la última describe el desempeño de los estudiantes en la escritura del ensayo. Los resultados revelaron que por medio de la evaluación ipsativa los estudiantes mejoraron la escritura de un ensayo argumentativo ya que comprendieron la importancia de la estructura retórica y el carácter reflexivo de la escritura. La comparación de diversos borradores le permitió a los estudiantes reflexionar sobre cómo mejorar su trabajo al mismo tiempo que les llevo a tomar conciencia de su progreso. 2014-11-15T17:43:31Z 2014-11-15T17:43:31Z 2014 2014-11-15 masterThesis Tesis de maestría publishedVersion Altrichter, H., Kemmis, S., McTaggart, R., & Zuber- Skerritt, O. (2002). The concept of action research. The Learning Organization, 9 (3), 125- 131 Álvarez, A. (2001). Textos Expositivo-Explicativos y Argumentativos. Barcelona: Octaedro Barbour, R. S. (1998). Mixing qualitative methods: Quality assurance or qualitative quagmire? Qualitative Health Research, 8 (3), 352-361. Bailey, K. (2006). Language teacher supervision. New York, NY: Cambridge University Press. Biggs, J. 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TESOL Quarterly, 38/4: 723-8. http://hdl.handle.net/10818/12491 260020 TE06993 eng openAccess Universidad de La Sabana Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido Departamento de Lenguas y Culturas Extranjeras Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana
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