Self-assessment, hetero-assessment and co-assessment as learning evaluation strategies within the flipped classroom
DOI:
https://doi.org/10.21803/penamer.18.36.806Keywords:
Flipped classroom , Self-assessment , Co-assessment, Hetero-assessment , Qualitative researchAbstract
Introduction: The flipped classroom is an innovative educational model that has been used to combat educational backwardness caused by the COVID-19 pandemic. However, the flipped classroom has presented the challenge of not having adequate assessment strategies to correctly evaluate learning. Given this scenario, it is pertinent to conduct research on assessment strategies for the flipped classroom if we truly want to guarantee and/or improve educational quality and reduce educational backwardness. Objective: To apply self-assessment, heteroassessment, and co-assessment as assessment strategies within the flipped classroom in order to measure and improve teaching-learning processes. Methodology: Through a qualitative case study in the secondary section of the Nueva Generación School. Results: Demonstrates the benefits of using self-assessment, coassessment, and hetero-assessment in the flipped classroom. These benefits range from the perception of improved learning acquisition to academic performance. Conclusions: By applying self-assessment, co-assessment, and hetero-assessment, it will be possible to carry out a correct evaluation of learning and have a truly significant impact on reducing educational backwardness.
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