Perceptions about the e-portfolios and assessment rubric

A constructivist study of an environmental engineering group of the Universidad Autónoma de Tamaulipas

Authors

  • Alma Delia Garza Zamudio Universidad Autónoma de Tamaulipas
  • Eva María Galán Mireles Universidad Centroamericana Única

DOI:

https://doi.org/10.29059/educiencia.v5i2.198

Keywords:

e- portfolios, assessment rubric, Moodle platform, constructivism

Abstract

use of e-portfolios and assessment using the Moodle platform, from a constructivist perspective. In a second moment, specific objectives were addressed to
identify meaningful learning experiences by using new ways of teaching and analyzing continuous competency assessment as part of the teaching and learning process, using rubrics, and designing strategies that enable teachers and students to use e-portfolios and the assessment rubric efficiently. The first section aims to communicate the educational situation prevailing current society, mentions the problem and the reasons that lead to reject the traditional educational model, explains the reasons for implementing information and communication technologies in education. A descriptive case-study is with a qualitative approach is used as a methodology, the information was collected through questionnaires that students answered, to construct their perceptions a diagnostic questionnaire, after a previous pilot was carried out. The findings point to the existence of traditional methods and it is advisable to keep a balance, so it is advisable to look for various teaching strategies that allow to develop knowledge, skills and attitudes that strengthen school learning and performance according to their context.

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Published

2021-01-16

How to Cite

Garza Zamudio, A. D., & Galán Mireles, E. M. (2021). Perceptions about the e-portfolios and assessment rubric: A constructivist study of an environmental engineering group of the Universidad Autónoma de Tamaulipas. EDUCIENCIA, 5(2), 56–68. https://doi.org/10.29059/educiencia.v5i2.198

Issue

Vol. 5 No. 2 (2020)

Section

Estudios

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