El uso de modelos (Modeling) como apoyo para la redacción y la evaluación del análisis en un portafolio reflexivo

Abstract

Writing a reflexive portfolio for assessing and grading the in-training of the Primary education undergraduates (English as a Foreign Language specialists) at the University of León demands that the students show, among others, their analytical skills. To support them during their reflection we designed a formative evaluation system, including processes of self-evaluation, co-evaluation and evaluation by the teacher. During the correction of the first learning evidence of the year 2015-16 the results of the evaluation of the �Analysis� by the teacher were very negative, far away from the ones of the self-evaluation. It was decided, then, to use modeling as a supporting technique. The students received a document with analyses from former students� portfolios. Each text had been chosen as a sample of one level of the assessment scale. As well as assessing and grading each analysis individually, then in pairs and, finally, in plenary, the students had to explain why they had linked each text and a specific level. The results of this practice were very satisfactory, especially for those with the lowest grades: in the second correction the percentage of fails decreased from 54% to 19% and the passes increased from 6% to 47%. This experience showed that not all our students can acquire complex skills, as the analytical ones, in an autonomous way. It is necessary to develop and implement previous effective scaffolding that helps them acquire and show new learning, even more when this process takes place out of their colleges, as during their in-training.