2026-04-13T07:10:56Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/369782025-12-05T05:49:19Zcom_2072_1057col_2072_478808col_2072_478917

00925njm 22002777a 4500 dc Alcañiz, Manuela author Riera i Prunera, Maria Carme author Santolino, Miguel author 2013-05-02T09:49:13Z 2013-05-02T09:49:13Z 2013-02 2013-05-02T09:49:13Z This paper analyzes an innovative experience of formative assessment aimed at improving the teaching of Statistics, which could be easily extrapolated to other studies. We detail the implementation of the double correction, consisting of correcting students' work twice. With the first correction, carried out by classmates according to a rubric developed by the academic, possible errors or deficiencies are discovered, and students are provided with a feedback that allows them to correct and improve their work before being graded by the teacher; whereas in the second correction of the work, once upgraded, the professor evaluates and grades the work. As a result, there is a significant improvement in the quality of students" works, and an active learning from their own mistakes. Both contents and competencies are reinforced by the experience. Estadística Avaluació dels alumnes Avaluació dels estudiants Qualitat de l'ensenyament Statistics Student evaluation Rating of students Educational quality Feedback i oportunitats de millora: una avaluació orientada a l"aprenentatge actiu