Formative assessment in project-oriented learning to improve academic performance

Abstract

This paper describes our experience of combining the use of Project-Oriented Learning (POL) and formative assessment strategies in higher education to improve the development of professional competences among our students. This combined methodology has been used for eight years in our Teacher Education College in Segovia (University of Valladolid, Spain) as part of our process to enable our courses to meet the criteria for full integration within the European Higher Education Area. The data compiled from these studies show that combining POL and formative assessment leads to a high level of learning and success for the students and the development of metacognitive learning processes as well as professional competences. We also analyse the main problems that might arise in using this methodology and how to resolve them. [Texto extraído del artículo de Víctor Manuel López Pastor].