| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586270 |
| ISSN: | 2683-2321 |
| Autores: | Moncada Morales, Rosa Natalia1 Serratos Vázquez, María del Carmen1 |
| Instituciones: | 1Universidad Autónoma Metropolitana Iztapalapa, |
| Año: | 2022 |
| Volumen: | 3 |
| Número: | 6 |
| Paginación: | 132-138 |
| País: | México |
| Idioma: | Inglés |
| Within the booming context of teaching learners the so-called 21st-century skills, tutoring teachers in novel teaching methods, approaches, and evaluation strategies, coupled with the massive trending use of games and gamification tactics, merge a necessity for teachers to be able to join together a series of requirements if they want to keep up-to-date as a part of the 21st century educational curriculum.In the quest to find activities that motivate English language students at the Language Center in the Autonomous Metropolitan University at Iztapalapa and Azcapotzalco campuses, it was decided to use a game-oriented activity. In many cases, a game-based approach has been used as a pedagogical activity that transmits knowledge; however, the possibility to create knowledge and to use games as evaluation tools has been set aside. Having analyzed learners" perspective on the overall activity, it was decided that the assessment strategy needed deeper examination so that an implementation model could be proposed. It was considered that the rubrics used had the opportunity to be enriched. Thus, the types of rubrics and their characteristics were further investigated so that the rubrics initially used could be re-elaborated and improved. After the theoretical research, it was concluded that even though rubrics pose a positive assessment tool, they do need thorough planning and evaluation. | |
| Resumen en inglés | Within the booming context of teaching learners the so-called 21st-century skills, tutoring teachers in novel teaching methods, approaches, and evaluation strategies, coupled with the massive trending use of games and gamification tactics, merge a necessity for teachers to be able to join together a series of requirements if they want to keep up-to-date as a part of the 21st century educational curriculum.In the quest to find activities that motivate English language students at the Language Center in the Autonomous Metropolitan University at Iztapalapa and Azcapotzalco campuses, it was decided to use a game-oriented activity. In many cases, a game-based approach has been used as a pedagogical activity that transmits knowledge; however, the possibility to create knowledge and to use games as evaluation tools has been set aside. Having analyzed learners" perspective on the overall activity, it was decided that the assessment strategy needed deeper examination so that an implementation model could be proposed. It was considered that the rubrics used had the opportunity to be enriched. Thus, the types of rubrics and their characteristics were further investigated so that the rubrics initially used could be re-elaborated and improved. After the theoretical research, it was concluded that even though rubrics pose a positive assessment tool, they do need thorough planning and evaluation. |
| Resumen en español | Dentro del creciente contexto de la enseñanza de las llamadas habilidades del siglo XXI, el enseñar a maestros sobre métodos de enseñanza y estrategias de evaluación, aunado a la masiva popularidad del uso de juegos y estrategias de gamificación, surge la necesidad para los profesores del ser capaces de reunir una serie de requerimientos si quieren mantenerse actualizados como parte del currículo educativo del siglo XXI.En la búsqueda por encontrar actividades que motiven a los estudiantes de inglés en el Centro de Lenguas de la Universidad Autónoma Metropolitana en los campus de Iztapalapa y Azcapotzalco, se decidió utilizar una actividad de juego. En muchos casos, un acercamiento de juego se ha utilizado como actividad pedagógica para transmitir conocimiento. Sin embargo, la posibilidad de crear conocimiento y de utilizarlo como recurso de evaluación, se ha dejado de lado comúnmente. Habiendo analizado la perspectiva de los alumnos sobre toda la actividad, se decidió que la estrategia de evaluación necesitaba un análisis más profundo para que se pudiera proponer un modelo de implementación. Se consideró además que las rúbricas utilizadas tenían oportunidad de ser enriquecidas. Por lo tanto, los tipos de rúbricas y sus características se investigaron más a fondo para que las primeras rúbricas utilizadas pudieran mejorarse y reelaborarse. Después de la investigación teórica, se concluyó que aunque las rúbricas son una herramienta positiva para evaluar, requieren de cuidadosa planeación y evaluación. |
| Palabras clave: | aprendizaje basado en juegos, evaluación, motivación, rúbricas |
| Keyword: | assessment, game-based learning, motivation, rubrics |
| Texto completo: | Texto completo (Ver PDF) |
