Aborda de manera rigurosa el tema de la evaluación y lo hace con la intención de mejorar la calidad de la enseñanza. De estructura clara, el libro ayuda a la comprensión de cada idea, planteándola desde una vertiente teórica y práctica que afiance los conocimientos previos y refuerce la capacidad profesional de intervención en la escuela, aceptando que «enseñar, aprender y evaluar son en realidad tres procesos inseparables». (haz clic para ampliar)

This Handbook approaches sustainable development in higher education from an integrated perspective, addressing the dearth of publications on the subject. It offers a unique overview of what universities around the world are doing to implement sustainable development (i.e. via curriculum innovation, research, activities, or practical projects) and how their efforts relate to education for sustainable development at the university level. The Handbook gathers a wealth of information, ideas, best practices and lessons learned in the context of executing concrete projects, and assesses methodological approaches to integrating the topic of sustainable development in university curricula. Lastly, it documents and disseminates the veritable treasure trove of practical experience currently available on sustainability in higher education.

Go beyond personal experience and discover scientific principles that will elevate your teaching The international bestseller How Do We Learn? decodes years of cognitive science research into actionable strategies for K-12 teachers, curricula designers, and administrators. You'll discover how classic and emerging findings can transform pedagogy by pointing at practices that take advantage of the innate structures of the human brain. Written in an easy-to-understand style, this book delves into the cognitive mechanisms that govern learning and memory. You'll also discover the socioemotional factors that influence students' motivation and performance. Researchers have investigated key teaching methods such as feedback and evaluation to identify how school environments influence self-motivation to learn. In this book, Héctor Ruiz Martín unites scientific principles with personal engagement, helping teachers ensure that students can thrive in the classroom and beyond. Learn how students learn so you can help them achieve academic success Get practical tips and strategies for aligning your teaching with scientific evidence Gain fascinating insights into the human mind and discover how to promote student achievement through socioemotional engagement Help students feel motivated and achieve at their best How Do We Learn? offers rigorous scientific insights—explained in accessible terms and translated into actionable steps that K-12 teachers in all disciplines can put into practice right away.

La finalidad de este libro es difundir el interés del diagnóstico pedagógico en la etapa de educación infantil. El diagnóstico es fundamental para conocer los fenómenos educativos con rigor, y constituye un paso previo necesario para intervenir adecuadamente sobre ellos. Los contextos educativos se han transformado como consecuencia de cambios sociales, económicos y tecnológicos, y en este escenario resulta cada vez más necesario su presencia activa y colaborativa en los contextos escolares y extraescolares. Se trata de realizar un diagnóstico no limitado en exclusiva a la detección de problemas organizativos, curriculares o técnicos de la educación, sino a la prevención, la individualización y la mejora de la calidad del proceso educativo. El libro se divide en dos partes. Los cuatro primeros capítulos son de carácter más general y sirven como punto de partida y reflexión sobre la definición y delimitación del diagnóstico pedagógico. Por este motivo, se desarrollará: una breve revisión histórica que permita comprender qué elementos han favorecido su configuración y desarrollo; una delimitación conceptual que clarifique conceptos afines y/o disciplinas afines al diagnóstico; una descripción de los contenidos y funciones; y por último, una presentación de las técnicas y los procedimientos de recogida de información en el proceso. Los siguientes capítulos están dedicados a las especificidades propias del diagnóstico en la etapa de educación infantil, así como a la descripción de las técnicas de observación sistemática que pueden aplicarse tanto en la evaluación como en el diagnóstico en esta etapa.

This book presents a range of teaching methodologies and skills assessments conceived as fundamental tools for teaching and learning in the 21st century. In addition, it explores how novel teaching platforms may be used to improve communication and how emerging software can enable the acquisition and horizontal transfer of knowledge and self-study. Bringing together the latest trends in educational innovation and experiences and cases of educational innovation, the book will encourage progress and innovation in learning and applied technological tools. As such, it will have a significant impact on the education system, not only at the undergraduate and postgraduate levels, but also in primary and secondary education, as well as in the ongoing training of business personnel, which offers a response to the demands of the environment. Through its 19 chapters, this volume investigates a variety of models of teaching and learning that purport to provide students with the tools and skills necessary for success in a highly competitive, rapidly evolving, global labour market, where linguistic proficiency is increasingly important. The book´s scope runs from primary education to compulsory education and finally higher education.

This textbook addresses the main assessment issues that teachers and educational institutions face in their daily work, while providing practical tools to support actions and decisions in this area. The critical issues observed in the assessment practices are made visible and specific guidelines and examples are given on how to carry out an effective and realistic classroom assessment within the school context. The book reveals evaluation elements that future and practicing teachers need to know about and can benefit from, such as the alignment between curriculum, teaching and assessment, flexibility in the construction of instruments according to their purpose, effective feedback, rubrics to evaluate performance and the use of specification tables to make pedagogical decisions (beyond the construction of the instruments itself). Translation from the Spanish language edition: El Poder de la Evaluación en el Aula. Mejores Decisiones para Promover Aprendizajes by Carla E. Förster Marín, © Ediciones UC 2018. Published by Ediciones UC. All Rights Reserved.