Continuous and cooperative assessment: the case of the Bachelor of Business Computing career, a first approach

Authors

  • Denis González Herrera

DOI:

https://doi.org/10.5377/dialogos.v0i17.2742

Keywords:

Assessment strategies, formative evaluation, collaborative evaluation, University of Costa Rica

Abstract

This paper approaches evaluation viewed from formative and cooperative strategies in the university context. It is highlighted how diagnostic, auto evaluation and peer evaluation, as well as innovative evaluation culture can be implemented in such context. Besides, this paper overviews a diversity of assessment strategies that enables the university teacher to overpass summative evaluation and provides a theoretical basis to elicit and promote the use of other assessment strategies. To finish, there is an analysis of the evaluation experience at the University of Costa Rica, western campus.

Diá-logos 17, 2016: 61-71

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Author Biography

Denis González Herrera

Profesor del Departamento de Ciencias Naturales, Sede Occidente, UCR

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Published

2016-07-08

How to Cite

González Herrera, D. (2016). Continuous and cooperative assessment: the case of the Bachelor of Business Computing career, a first approach. Diá-Logos, (17), 61–71. https://doi.org/10.5377/dialogos.v0i17.2742

Issue

No. 17 (2016)

Section

Artículos

License

The articles published in this number may be freely reproduced as it is done for academic purposes, provided the source is acknowledged. Reproduction in magazines or other media, or when done for commercial purposes, whether whole or in part and by any mechanical or electronic means, must be requested in writing, and also authorized in writing by the Editorial Universidad Don Bosco or the author.