Educational Design Research of a Summative Evaluation Task in Transmedia Form for Initial Teacher’s Preservice Training
DOI:
https://doi.org/10.5944/ried.24.2.29148Keywords:
summative assessment, networked learning, knowledge tasks, reflection, transmedia assessmentAbstract
The importance of conducting formative and summative assessment processes that complement and enrich the student learning experience is one of the premises of the learning assessment models of the last 40 years. However, most research efforts have been focused on enhancing formative assessment and the feedback derived from it, and very little has been written about summative assessment experiences that go beyond surveillance and challenge traditional assessment practices in Higher Education. This paper aims to identify the main characteristics that describe a particular summative assessment task which fulfils the certification expectations of a university course but, at the same time, offers a potentially educational experience for students, both from a cognitive and metacognitive point of view. For this purpose, a case study is presented in the format of educational design research based on the IBD design, being this case study over 8 years and 5 iterations - 4 of design and 1 of final prototype implementation - in which a final individual and transmedia summative assessment task has been designed. In the final design, the design elements of the task contents described in the conclusions of this work stand out, as well as the elements such as reflection, communication of the achievement objectives through rubrics, time management and the complementarity of the expressive media, which appear as outstanding characteristics of a design that intends to approach the principles of networked learning as ideal to face the conditioning factors of the moment in which we are in.
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