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Project Management at University: Towards an Evaluation Process around Cooperative Learning
The enrollment in current Master's degree programs usually pursues gaining the expertise required in real-life workplaces. The experience we present here concerns the learning process of "Project Management Methodology (PMM)", around a cooperative/collaborative mechanism aimed at affording students measurable learning goals and providing the teacher with the ability of focusing on the weaknesses detected. We have designed a mixed summative/formative evaluation, which assures curriculum engage while enriches the comprehension of PMM key concepts. In this experience we converted the students into active actors in the evaluation process itself and we endowed ourselves as teachers with a flexible process in which along with qualifications (score), other attitudinal feedback arises. Despite the high level of self-affirmation on their discussion within the interactive assessment sessions, they ultimately have exhibited a great ability to review and correct the wrong reasoning when that was the case.
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[1] Project Management Institute “A guide to the project management body of knowledge (PMBOK® Guide) – Fifth Edition, ANSI/PMI 99-001-2013.
[2] Saldaña, O., Rodríguez-Carballeira, Á., Espelt, E., Jiménez, Y., Porrúa-García, C., Escartín, J., Vidal, T. “Development of psychosocial case studies by students to improve their ability to understand and analyze human behavior” in Proceedings of ICERI 2015 Conference2015 Conference, pp. 1097–1102
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[8] Cannella, S., Ciancimino, E., Campos, M. L. “Mixed e-assessment: An application of the student-generated question technique” in IEEE Education Engineering Conference, EDUCON 2010, pp. 769–773, 2010.
[9] Papinczak, T., Peterson, R., Babri, A. S., Ward, K., Kippers, V., Wilkinson, D. “Using student-generated questions for student-centred assessment”, Assessment & Evaluation in Higher Education, 37(4), pp. 439–452, 2012.
[10] Bergman, B. “Interactive assessment – A new element in the examination process” in 8th QMOD 2005 Proceedings, 2005.
[11] Ryan, R. M., Deci, E. L. “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being“, American psychologist, 55(1), pp. 68–78, 2000.
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[13] Yasnitsky, A. “Vygotsky circle as a personal network of scholars: Restoring connections between people and ideas”, Integrative Psychological and Behavioral Sciences, 45, pp. 422–457, 2011.
[14] Jorba, J.; Sanmartí, N. “La función pedagógica de la evaluación. Evaluación como ayuda al aprendizaje”. Madrid, Editorial Grao, 2000.
[15] Kirkpatrick, D. “Revisiting Kirkpatrick’s four-level model”. Training and Development, 50(1), pp.50–54, 1996.
[16] Moldovan, L. “Training Outcome Evaluation Model”, Procedia Technology, 22, pp. 1184–1190, 2016.
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