ASSESSMENT OF STUDENTS (2)

Author: BASTIDA TORRÓNTEGUI ANA ISABEL.
Year: 2006.
University: VALENCIA [www.uv.es].
Place of defense: FACULTAT DE FILOSOFIA I CIÈNCIES DE L'EDUCACIÓ.
Place of preparation: FACULTAT DE FILOSOFIA I CIÈNCIES DE L'EDUCACIÓ.

Summary: ANALYSIS OF THE DIFFICULTIES WITH WHOM ARE STUDENTS OF THE SECONDARY AND BACCALAUREATE FOR SIMULTANEAR HIS STUDIES WITH A DEMANDING SPORTS TRAINING, AND THE IDENTIFICATION OF POSSIBLE FACTORS THAT MAY INFLUIR IN THEM, CONSIDERING THE AID AND APOYOS ACADEMICS TO GET BY THE AGENCIES AND THE SIMILARITIES TO DIFFERENCES AND RESPECT TO ESTABLISHING THE ADMINISTRATION OF SUCH AID BY THE DIFFERENT AUTONOMOUS REGIONS. THE PROTECTION OF THE CHILD, THE DISYUNTIVA SPORT / EDUCATION, THE PROTECTION OF DEPORTISTA AND ATTENTION TO DIVERSITY ENMARCAN THE ANALYSIS OF THE EDUCATION LAW, THE LAW AND THE SPORT DIFFERENT SOLUTIONS MADE BY 40 CENTERS OF HIGH PERFORMANCE AND TECNIFICACIÓN SPORTSWEAR FOR THE 17 AUTONOMOUS REGIONS COMPARADAS: ALL THAT IN THE CONTEXT OF SPANISH EDUCATION SYSTEM. HE CONCLUDES THAT: THE ACADEMIC SUPPORT IS MORE ON THE PERIOD 2000-2005 BUT YET, IS INSUFFICIENT, DISPERSO, UNEQUAL COORDINATION WITH NO, BOTH IN THE LAW AS IN ACTION. THE MOST COMMON ARE ADAPTATIONS OF TIMES AND DATES OF TESTS, AND LESS COMMON, VALIDATION OF THE SUBJECTS (PHYSICAL EDUCATION AND OPTATIVA) AND FRAGMENTATION OF COURSES BACCALAUREATE. IN MOST CASES THESE MEASURES HAVE BEEN ADOPTED THANKS TO AGREEMENTS GOODWILL. A DISCRIMINATION EXISTS FOR STUDENTS AS OTHERS, SUCH AS OF MUSIC AND DANCE OR INFRA / SUPERDOTADOS. EDUCATION LAW, BOTH STATE AS AUTONÓMICA, offers RESQUICIOS TO SOLVE Or PALIAR THE DISYUNTIVA ACADÉMICO-DEPORTIVA.

Author: MEJIAS TIRADO NYDIA ESTHER.
Year: 2006.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN, CENTRO DE FORMACIÓN DEL PROFESORADO.

Summary: The research collects and analyzes the content of the ideas of two groups of students Puerto Rican 14-year-old on various aspects related to the issue of earthquakes. The analysis set out two major trends: explanations with scientific content (some with a large parallel with the ancient science) and explanations based on popular beliefs and myths "(some very old and others who are considered modern). Over the study verifies the importance of geographical context, historical and social context of where they live students in building their conceptions alternatives. It identifies myths very regional epistemological provide a standard that serves as a guide for the conceptual development of scientific knowledge and which must be considered in the teaching-learning process. Through research also identifies some epistemological barriers that hinder espistemológicos that hinder learning about scientific earthquakes and the theory that is used at present to explain their origins: the theory of plate tectonics.

Author: MORAZA HERRÁN JOSÉ IGNACIO.
Year: 2006.
University: BURGOS [www.ubu.es].
Place of defense: FACULTAD DE HUMANIDADES Y EDUCACIÓN.
Place of preparation: FACULTAD DE HUMANIDADES Y EDUCACIÓN.

Summary: The demands of the evaluation activate and direct the work of the student. In a university environment, the evaluation procedure most commonly used are the final exams that require high storage capacity associated, in the best cases, a certain degree of understanding about what is stored. Investigations by the Education Sciences questioned the usefulness of these evaluation systems and offer alternatives that can help build learning with higher quality. These include formative assessment, which reports detail the student on the results and evaluation trainer who teaches the student to gradually acquire the ability to assess the quality of its productions. This part of our interest in knowing how to address pupils assessment processes and find out why many of them tend to repeat over and over again in their reviews, the same mistakes. We have worked with a group of 74 students from first Magisterium, they have responded in each quarter to review complex, and it included three blocks of questions whose resolution requiring varying degrees of memorization, understanding and development staff. The students were divided into three groups - like, depending on their scores on the first review. Each pupil revised its examinations following different courses of action based on the group in which it was located. In all cases, students should indicate how they had prepared the review and make suggestions for improvements to subsequent reviews. Students who followed a procedure that required them to categorize every mistake in their reviews, on a default classification, explaining the reasons for their appearance and develop suggestions for improvements to avoid such mistakes in future, came to analyze in greater depth and to produce proposals that included more specific elements of control over its implementation. In the other two groups, the proposals were more generic and vague. In the second and third review, the average skill of the group that followed the first procedure was superior to the other two groups. Students with better grades, the three groups had no differences over the intervention, contrary to what happened with middle and low notes. The differences between students from high school and F. Q. Also were lower in the group that analyzed their mistakes with the procedure explained.

Author: CEBALLOS DE ZELAYA EMILDA.
Year: 2006.
University: MÁLAGA [www.uma.es].
Place of defense: FACULTAD DE CIENCIAS DE LA EDUCACIÓN.
Place of preparation: UNIVERSIDAD DE MÁLAGA EN CONVENIO CON LA UNIVERSIDAD NACIONAL ABIERTA (VENEZUELA).

Summary: Understanding the different approaches from those being structured evaluation of the teaching-learning process in Basic Education becomes a viable option that can attempt to improve the practice. In this sense, the purpose and the investigation was led to a closer look at ways to understand and carry out the assessment at this educational level. The guidance epsitemológica, depriving was aligned according to the paradigm interreptativo. According to the design of the investigaicón used the strategy of the structural perspective, proposed by Ibanez (1990), we have also embraced the strategy proposed combination Bericat (1998), the overall objective that guided the research was designed to categorize implicit theories in practice evaluator of teachers of Basic Education, in turn, we plan to specific objectives, to describe the various ways to protest the practice evaluator in the daily action of teachers in the level of Basic Education, capturing the different meanings that dominate teachers and through which they form their own views about the world and its own action, identify the implicit theories underlying meanings that teachers in Basic Education. From the methodological point of view it is concluded that in articulating various perspectives can be accessible to a greater number of complex dimensions of social reality. The structural pattern of teachers in basic education revolves around the association evaluación-nota.

Author: RODRÍGUEZ LÓPEZ MANUEL.
Year: 2006.
University: SEVILLA [www.us.es].
Place of defense: FACULTAD DE CIENCIAS DE LA EDUCACIÓN.
Place of preparation: UNIVERSIDAD DE SEVILLA.

Summary: This paper addresses a dual purpose. The first, which is the theoretical framework of the study involves the development of an interpretation a-disciplinar of Information Technology and Communication and its influence on the knowledge society from Theories Sociocultural and Activity. More than a compilation of already produced knowledge on the role of ICT in learning processes, the theoretical framework is a new tool, based on this body of knowledge, reveals different concerning going to allow the development of different approaches to discipline phenomenon of ICT in the Knowledge Society. The second aspect of our work, we might consider closest to the Applied Research, is composed of the methodological work, and assumes an approximation to the empirical measurement and evaluation of emerging learning processes privileged in the emerging Knowledge Society, operativizamos from the historic perspective. Specifically, the provision of thumb is linked to check the power of the theories and cultural activity for the study of the phenomena of learning chords with a vision of ICT and its role in the information society based on dialectical materialism, and as in the operativización Measuring Instruments of these learning processes unrelated aspects memorísticos, but from a historic vision of cognitive development, specifically in relation to Learning Aware mediated by ICT in the context of activity of the formal school and Internalization these tools in the cultural learning.