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Vázquez Cano, Esteban

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0000-0002-6694-7948
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Vázquez Cano
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Esteban
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2015 - 201912020 - 20241
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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    Peer assessment of language learning resources in virtual learning environments with e-rubrics
    (Inderscience, 2015-04-24) Martín Monje, Elena María; Vázquez Cano, Esteban; Fernández, Miguel; This research project has been developed as part of the VII Edition of Research Networks for Teaching Innovation, put forward by UNED, with the title “Development of e-rubrics for the enhancement of formative assessment in 2.0 foreign language teaching activities”.
    The aim of this paper is to analyze the usefulness of e-rubrics in the peer assessment of resources and materials for foreign language teaching and also in the assessment of language skills, taking into account the work produced by 99 students of the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at the Spanish National University for Distance Learning (UNED), during the academic years 2012-13 and 2013-14. Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is applied with a twofold approach: firstly through the use of text frequency techniques and secondly through a reticular, category based social network analysis thanks to UCINET and yED Graph Editor. Results indicate that the use of e-rubrics optimizes self-assessment and the adequacy of assessment criteria. Rubrics foster usefulness in terms of format and connectivity in the audio-visual elements included in digital online resources. Furthermore, e-rubrics are deemed as significantly effective indicators of progress in oral and written production in foreign language learning.
  • Miniatura
    Publicación
    Teacher vs. machine correction: Comparing assessments of students’ reading comprehension and writing skill
    (Shahid Chamran University of Ahvaz, 2024-01-01) Vázquez Cano, Esteban; Ramírez-Hurtado, José M.; Díez-Arcón, Paz
    This article presents research that compared two correction techniques applied to a PISA text summary question written by 30 Spanish students aged 14-16, one by automatic correction software (G-Rubric) and the other by 30 Spanish language teachers varying in age, sex, and classroom experience. The methodology was a parametric approach based on latent class analysis using Latent Gold 4.5 software, and correspondence analysis. In the results, the Euclidean distances between each individual and the system were measured as low, medium or high dissimilarity, based how close the teachers’ assessment was to that of the correction software. The results showed a first cluster, comprised of teachers whose correction scores exhibited a significant correlation with the tool, represented the quartile of younger and less experienced teachers. This stands in contrast to a second cluster, characterized by "high" dissimilarity, which consisted of older and more experienced teachers whose corrections deviated notably from the system, yielding scores lower than those produced by the tool.