Students engage in an online collaborative project-based learning process to develop ICT competencies. They are assessed through a 360-degree e-assessment approach involving self, peer, and teacher evaluation of both individual and group work. This comprehensive assessment considers the student's learning process, final project outcomes, and role within the team to promote personalized learning and validation of skills acquisition. The online collaborative environment enables a networked assessment approach across individual contributions and the project as a whole.

1. e-Assesment 360º:
an online collaborative process
Montse Guitert, Teresa Romeu, Marc Romero Digital Literacy Area
13/11/2014

2. Framework: e-Assessment in ICT competencies subject
2
Students are introduced in the acquisition of the competencies:
• Use an application of ICT in academic and professional contexts
• Online teamwork
Project based methodology (Railsback, 2002), with a continuous monitoring of the learning process to foster the gradual acquisition of the competences.
Process Assessment
Final Outcome Assessment
Based on each phase’s outcomes and
Process monitoring
Based on the subject’s final outcome
Starting
Structuring
Development
Closing and dissemination
COLLABORATIVE DIGITAL PROJECT
CONTINUOUS
E-ASSESSMENT

3. Framework: e-Assessment in ICT competences subject
3
Process Assessment
Final Outcome Assessment
Network process
Spiral process
Starting
Structuring
Development
Closing and dissemination

4. Tractar i
elaborar
4
Individual and collaborative learning
processes
Teacher as an orientator of
the learning process
Student’s active role
As an individual As a part of a team
(Romeu, 2014)

5. e-Assessment 360º
Based on Communication 360º (Curcoll, 2014)

6. http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi
Types of e-Assessment in the 360º paradigm
Teacher: Process and result’s assessment
Application of assessment criteria shown in learning activities using assessment indicators.
During the process’ assessment , student’s self- assessment has an important role.
Result assessment based on the analysis of each phase outcome of the digital project.

7. http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi
Assessment criteria and indicators
Teacher: Process and result’s assessment

8. http://blogs.elpais.com/.a/6a00d8341bfb1653ef01a73d6d7c2a970d-pi
Individual and teamwork Feedback
Teacher: process and result’s assessment

9. Student: e-Assessment
Student
Process assessment:
Self-assessment
Peer-assessment
Reflection about the teamwork at the final of each phase
Result assessment
Dialectic assessment based on the analysis of the projects of other teamwork

10. Student’s process assessment
Self-assessment
Peer assessment
Self-teamwork reflection

11. Student’s results assessment
Dialectic Peer- assessment

12. Conclusions
Students’ participation in his/her learning process, allows him/her to be aware of the acquisition of the subject’s competences through self- reflection activities. E-assessment personalization promoted by the consideration of both perspectives (individual and as a part of team): each student of the same team can obtain different grades according the quality of their individual work in the team framework. In the virtual classroom the e-assessment process can be a network assessment process

13. Conclusions
The consideration of different perspectives and actors becomes a validation of the e-assessment process itself (gathering evidences of the process in all of its stages).
e-assessment
teacher
students
process
results
collaborative virtual space
Virtual classroom
individual
A part of team

14. Conclusions
On the virtual environments: evidences and multichannel are used. The 360º vision contribution to the e-assessment process consists in the collaborative dimension in which student has an important role. In order to assure the authenticity of this collaboration some attitudes are necessary (persistence on participation, periodicity of communication, transparency, engagement...) The 360º e-assessment proposal can be transferred in different learning activities and contexts.

15. Àrea de Capacitació Digital
En Clau de TIC
Montse Guitert mguitert@uoc.edu Teresa Romeu tromeu@uoc.edu Marc Romeu mromerocar@uoc.edu
http://edulab.uoc.edu/