Digital tools for the assessment of cross-curricular competences in the Primary Education Degree in contexts of blended learning

Abstract

INTRODUCTION. The difficulty of assessment in a competence-based approach designs may have been deepened during the pandemic, so research derived from a mixed investigation was conducted, with lecturers and students of the Primary Education degree of a Catalan university in order to know the assessment practices developed in blended learning settings, as well as the usefulness attributed by teachers and students of the Moodle activities used for the assessment of the institutional cross-curricular competences. METHOD. The data has been collected by administering a questionnaire (n=94; of which 51 are students and 43 teachers) and conducting interviews (n=4, 2 teachers and 2 students). RESULTS. The most used tools in Moodle have been the BB-Collaborate and the task. The satisfaction of the teaching staff with the tools (3.49±.98) is greater than that of the student body (3.02±.84), presenting the greatest difference in the forum and the task tools. DISCUSSION. The data allows us to describe the most used tools, which seem to be close to a traditional conception of teaching. The hurdles of the institutional tools are also checked. There are competences that have been widely developed, such as learning to learn, while others, such as sustainability, are barely considered. The findings derived from this study can be used to design future hybrid or online teaching proposals. Regarding the association between tools and competences, further research that deepens into the reasons that lead to these results is necessary.