EVALUATION TEMPLATES AND FULFILLMENT OF THE UNIVERSITY FORMATIVE OBJECTIVES: DIVERSIFICATION AND TRANSVERSELITY OF CRITERIA IN SUBJECTS OF SPANISH LANGUAGE AND THEORY OF LITERATURE

摘要

In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In the first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase -in which we were now- and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous assessment like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student's precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards that identify so much the evaluation criteria as the aptitudes that the students must surpass, in order that they can serve as guide in its application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents. Example: Work in group and later exposition and discussions by the students:--Consisting of the putting in common of the results derived from the work in group or other individual derived from the theoretical and literary text commentary.--Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favour the doubt and exchange of information on the subjects which are discussed, besides to foment initiatives and the students' critical attitude.--Justification: this type of exercises favours the student's formation in two-way traffic. In first place, because he must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the individual learning and the development of skills related to the construction, elaboration and written expression of different types of speech. In second place, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, so much of the written task as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the student facilitates his familiarisation with educational and expositive techniques nearer the present context.