Assessment uses at different moments of cooperatives didactic units

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Published: Sep 18, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v2.468
Keywords:
inclusive assessment learning regulation cooperative learning

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Verónica Jiménez Perales
Universitat de Vic
Mila Naranjo Llanos
Universitat de Vic

Abstract

The traditional conception of learning assessment has been conceived, often, as an independent process of teaching and learning process, but assessment and, more concretely, inclusive assessment has an opposite point of view and it is considerate as an inherent element of this process. This research focus on inclusive assessment in cooperative learning contexts, in schools that implement the CL/LC Program: cooperate to learning, learning to cooperate, developed by the GRAD’s members (Diversity Attention Research Group) of University of Vic. Considering the methodology that propose that program, and the planning and development of didactic units at different moments they can be divided through cooperative structures the hypothesis on the study are linked to a first approximation of the use of evaluation along the process of teaching and learning by teachers. The research results support the hypothesis that implement the CL/LC Program in classrooms should be go according to an inclusive assessment that allow regulate and adjust the educational assistance to students.

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How to Cite
Jiménez Perales, V., & Naranjo Llanos, M. (2014). Assessment uses at different moments of cooperatives didactic units. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 517–526. https://doi.org/10.17060/ijodaep.2014.n1.v2.468
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Vol. 2 No. 1 (2014): EDUCATIONAL PSYCHOLOGIST
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Articles
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