La Evalución personalizada como estrategia de motivación

Abstract

In the current Higher Education system, it is common that students concentrate most of their effort close to the examination dates. In this paper we present a teaching methodology that aims at encouraging continuous work. To this end, an adaptive evaluation model has been used. This model inherently contributes to avoid plagiarism. On the one hand, computer labs are evaluated “inplace”, by means of a test that students much complete at the end of each session. In this test, the student has to demonstrate that both the pre-lab work and the lab activities were appropriately done. On the other hand, voluntary course works are proposed during theoretical lectures. These consist of a collection of problems of variable difficulty. By handing their solution, students may considerably reduce the weight of the final exam. In addition, to encourage collaborative learning, these can be optionally solved in teams. Nevertheless, marking is always done individually, in tutorial hours. This methodology has been successfully applied in two modules of the Computer Science degree at the University of Valencia. This article presents the academic results that support its benefits.