Continuous and cooperative assessment: the case of the Bachelor of Business Computing career, a first approach
Keywords:
Assessment strategies, formative evaluation, collaborative evaluation, University of Costa RicaAbstract
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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Published
2016-07-08
How to Cite
Continuous and cooperative assessment: the case of the Bachelor of Business Computing career, a first approach. (2016). Diá-logos, 17, 61-71. https://doi.org/10.5377/dialogos.v0i17.2742
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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.How to Cite
Continuous and cooperative assessment: the case of the Bachelor of Business Computing career, a first approach. (2016). Diá-logos, 17, 61-71. https://doi.org/10.5377/dialogos.v0i17.2742
