Persona:
Gil Jaurena, Inés

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0000-0001-7045-0689
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Gil Jaurena
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Inés
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2020 - 20223
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Autor: Domínguez Figaredo, Daniel × Fecha de inicio: 2020 ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Learning outcomes based assessment in distance higher education. A case study
    (Taylor & Francis, 2020-04-26) Gil Jaurena, Inés; Domínguez Figaredo, Daniel
    This study focuses on an analysis of assessment methods according to expected learning outcomes in courses taught at the Universidad Nacional de Educación a Distancia (UNED) in Spain. Based on the European Higher Education Area and its learning-centred approach, the TALOE webtool has been used to analyse the internal coherence of 10 Bachelor’s and Master’s courses. The TALOE tool was developed in a European project and is free and publically available. The article gives a detailed explanation of how the courses’ analysis has been carried out. The results indicate that, in general, the courses analysed are internally coherent. Nevertheless, we do indicate the mismatches in both the way the learning outcomes are written and the choice of assessment methods, conditioned by the mass character of certain courses. Finally, we give an example of improvements made in a course and we evaluate the utility of the TALOE tool in course design.
  • Miniatura
    Publicación
    The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
    (Academic Publishing International Limited, 2022) Domínguez Figaredo, Daniel; Gil Jaurena, Inés; Morentin Encina, Javier
    One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students’ perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations; and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis; and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies.
  • Miniatura
    Publicación
    Educación y tecnologías digitales. VII Jornada de Doctorandos/as en Educación. Madrid, 1 de Julio de 2021
    (Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado, 2021-07-01) Gil Jaurena, Inés; López González, Aitor; Domínguez Figaredo, Daniel