Lurdes Martínez-Mínguez
Biographic Data
| ID | 1496563 |
|---|---|
| NAME | Lurdes Martínez-Mínguez |
| GIVEN NAMES | Lurdes |
| FAMILY NAME | Martínez-Mínguez |
| SIGNATURE | MARTÍNEZ-MÍNGUEZ L |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Possibilities and limitations of formative assessment in Projects Oriented Learning
As Formative and Shared Assessment (F&SA) and significant learning are given scant attention in physical education (PE) subjects in the Primary School Education Degree course, there is a need to analyse the students’ perception of the possibilities and limitations of F&SA in the context of an educational proposal based on Project Oriented Learning (POL). A methodological approach was used for the study, carried out by means of a Likert scale ques…
Adaptations of final-year project tutoring during Covid-19
This work aimed to analyse the adaptations made to the design, supervision and teacher-tutor assessment of final-year projects (FYP) in a physical education teacher education programme to identify their perceptions of the changes made to non-face-to-face teaching derived from the COVID-19 epidemic. For this, an open-ended questionnaire was administered to 17 teachers familiar with formative assessment at the end of the 2019–20 academic year. A qu…
No prominent works on this page.
Possibilities and limitations of formative assessment in Projects Oriented Learning
As Formative and Shared Assessment (F&SA) and significant learning are given scant attention in physical education (PE) subjects in the Primary School Education Degree course, there is a need to analyse the students’ perception of the possibilities and limitations of F&SA in the context of an educational proposal based on Project Oriented Learning (POL). A methodological approach was used for the study, carried out by means of a Likert scale ques…
Adaptations of final-year project tutoring during Covid-19
This work aimed to analyse the adaptations made to the design, supervision and teacher-tutor assessment of final-year projects (FYP) in a physical education teacher education programme to identify their perceptions of the changes made to non-face-to-face teaching derived from the COVID-19 epidemic. For this, an open-ended questionnaire was administered to 17 teachers familiar with formative assessment at the end of the 2019–20 academic year. A qu…
Formative assessment (2 works) · Mathematics education (2 works) · Psychology (2 works) · Computer Science (1 works) · Coronavirus disease 2019 (COVID-19 (1 works) · Digital literacy in education (1 works) · Education during COVID-19 pandemic (1 works) · Educational Innovations and Technology (1 works) · Engineering (1 works) · Engineering Education and Curriculum Development (1 works)