Accompanying the return
An experience of group feedback in formative assessment
DOI:
https://doi.org/10.35305/23626097v11i21.495Keywords:
formative assessment, learning strategies, cognitive processAbstract
The years of the COVID 19 pandemic determined a before and an after for the educational field which led to the challenge of returning to face-to-face courses in 2022. That year, students who carried out distance learning for two years, in the isolation of their homes, without having previously attended the University, were received in the classrooms.
In the Architecture career, the workshop space and the group dynamics embody the basis for teaching all the subjects. Therefore, in this context, the return to face-to-face attendance implied a significant opportunity and a challenge for teachers and students.
Thinking about post-pandemic higher education requires great commitment from the teaching staff due to the need to adopt strategies devised to accompany students facing the new reality. In this sense, learning assessment as an instance of training is an opportunity for necessary monitoring and accompaniment.
This paper deals with the experience of self-assessment drift developed in the workshop of the History of Architecture course at UNDAV. It is considered a tool for accompanying students who return to the classroom which encourages practices that help them to learn how to use the new reality.
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