Evaluación continua a través de Moodle para involucrar al alumnado en su proceso de aprendizaje

Abstract

This article presents the results of a study aimed at getting to know the effects of a voluntary system of ongoing evaluation by means of the Moodle platform and a wide range of activities, based on individual and collaborative work, to be chosen by the students. There is a double objective for proposing such an evaluation system. On the one hand, it pursues to involve absent students in the follow-up of the ongoing evaluation through a virtual environment; while, on the other hand, engaging students in general in their own learning by means of continuous, practice-oriented activities. The study has been contextualised within a course that consists of two groups in the Business Administration Studies of the University of Barcelona. Student participation in the evaluation activities and their final grades have been taken as indicators for a satisfactory system. Results have exposed the capacity of the system, in the case of those students who attend classes, for getting them involved in improving their learning by engaging in a minimum number of activities. It has also shown its inability to involve to a significant extent those students who do not attend classes. The conclusions of the study point out towards the importance of designing a good feed-back model and towards a further support to activities designed from approaches of authentic assessment.