La coevaluación entre pares en el proceso de la escritura creativa en estudiantes de Octavo año de Educación Básica Superior de la Unidad Educativa del Milenio “El Tambo”.
The present research focuses on analyzing how peer co-assessment helps through creative writing in a reading mediation workshop in eighth-year students of Higher Basic Education at Unidad Educativa del Milenio “El Tambo”. Based on the specific objectives, a didactic sequence with six sessions was de...
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| Format: | bachelorThesis |
| Language: | spa |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://dspace.unl.edu.ec/jspui/handle/123456789/29895 |
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Add Tag | Summary: | The present research focuses on analyzing how peer co-assessment helps through creative writing in a reading mediation workshop in eighth-year students of Higher Basic Education at Unidad Educativa del Milenio “El Tambo”. Based on the specific objectives, a didactic sequence with six sessions was developed and focus groups, reflective journal, a checklist and the rubric itself that was used for peer co-evaluation were used as instruments. These results showed that peer co-assessment is not a beneficial strategy within creative writing, because the educational system does not bring students closer to a type of formative evaluation in early courses. Which means that the students are not aware with the management of a rubric or strategy in order to obtain feedback that helps to improve their progress. Therefore, they choose to leave out the criteria and achievement indicators proposed therein due to assumptions, allowing to register a rating without feedback. |
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