tailieunhanh - Follow-up and feedback processes in the EHEA

In the present paper, we describe the work being carried out by a group of professors so as to implement the follow-up and feedback processes of the activities students do throughout the first academic years in their Engineering studies. Not to mention, this project is within the EHEA (European Higher Education Area) framework. Our results show that these processes are key to enhance students learning, they can also have an impact in their academic performance and can be optimized in such a way that professors can assume the time it requires. | Journal of Technology and Science Education FOLLOW-UP AND FEEDBACK PROCESSES IN THE EHEA Pablo del Canto, Isabel Gallego, José Manuel López, Esunly Medina, Francisco Mochón, Javier Mora, Angélica 1 Reyes, Eva Rodríguez, Esther Salami, Eduard Santamaría, Miguel Valero 1 Departament d’Arquitectura de Computadors, Universitat Politècnica de Catalunya Barccelona, Spain Abstract In the present paper, we describe the work being carried out by a group of professors so as to implement the follow-up and feedback processes of the activities students do throughout the first academic years in their Engineering studies. Not to mention, this project is within the EHEA (European Higher Education Area) framework. Our results show that these processes are key to enhance students learning, they can also have an impact in their academic performance and can be optimized in such a way that professors can assume the time it requires. Keywords – European higher education area, feedback, continuous assessment, student centered learning 1 ABOUT THE FOLLOW-UP AND FEEDBACK We understand follow-up as the process by which the professor supervises the work carried out by students and takes decisions according to the results obtained in such monitoring. As for the feedback, we see it as the information that aids students become aware of their own learning progress (or lack of it). In fact, follow-up and feedback processes are both sides of the same story and do often appear together. For example, the professor typically asks students to carry out a task and they do it. Afterwards, he/she corrects the results and gives them back to their students so that they know what to improve. Therefore, we find follow-up by the professor and feedback for the student in the same activity. However, conceptually they are different processes and can appear one without the other. For instance, the professor can enhance team work in which each student can receive a considerable amount of