Utilización de una escala de valoración como instrumento de autorregulación en los procesos de revisión y re-escritura de un texto argumentativo

Abstract

This paper presents an experience of formative assessment implemented on a good practice of writing proccesses. The participants were 105 students of the Degree in Primary Education. First, they were asked to write an argumentative text and to self-assess it by using an analytical rubric or rating scale. After assessing their productions the students were asked to revise, improve and re-write them by using the same rating scale as the teacher. The analysis of the data showed improvements in 5 out of the 10 rated areas and higher final marks. Through this learning activity, future teachers learnt how to train writing processes. Besides, they found that formative assessment tools are very useful as self-regulation resources in the processes of reviewing and re-writing. This experience shows that, in teachers education, it is possible to integrate the acquisition of disciplinary knowledge (what the characteristics of argumentative texts are and what the processes involved in writing are) with the acquisition of teaching skills (how writing is taught and learnt and how writing is evaluated).