Ana Remesal
Biographic Data
| ID | 6509009 |
|---|---|
| NAME | Ana Remesal |
| GIVEN NAMES | Ana |
| FAMILY NAME | Remesal |
| SIGNATURE | REMESAL A |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-5090-2147 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Synchronous self-assessment
We present a qualitative study of four cases of university instructors (teacher educators) implementing synchronous self-assessment (SSA). SSA consists of an innovative assessment strategy during written exam situations, which highlights the students’ voice and agency, giving it greater weight in the power balance traditionally established between instructors and students in classroom assessment practices. In this article, we focus on the effects…
Parents’ beliefs about assessment
The viewpoint of parents has been scarcely studied in classroom assessment research. We address this research gap by examining parents’ beliefs about assessment in the context of Finnish basic education (grades 1–9). A socioculturally oriented framework is developed to study the beliefs of parents. With this newly formulated framework, we qualitatively analyse parents' open-ended responses based a large-scale questionnaire study (N = 622). Our fi…
The challenge of inclusive dialogic teaching in public secondary school
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, whic…
Teachers’ conceptions of assessment
Online questionnaires use with automatic feedback for e-innovation in university students
Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic…
Assisting learning in e-assessment
This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of…
Redes asíncronas de aprendizaje como estrategia para la enseñanza del lenguaje matemático
Los autores presentan una experiencia didáctica en educación superior consistente en un curso de matemáticas discretas con carácter propedéutico para ingreso a un máster de Ciencias de la Computación. El curso se diseña como respuesta a las necesidades formativas detectadas en años anteriores y se plantea como curso enteramente online. Dieciocho estudiantes participan en el curso, tutelados por un profesor. A través de la propuesta formativa se p…
Primary and secondary teachers’ conceptions of assessment
Primary and secondary teachers’ conceptions of assessment
The challenge of inclusive dialogic teaching in public secondary school
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, whic…
Online questionnaires use with automatic feedback for e-innovation in university students
Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic…
Redes asíncronas de aprendizaje como estrategia para la enseñanza del lenguaje matemático
Los autores presentan una experiencia didáctica en educación superior consistente en un curso de matemáticas discretas con carácter propedéutico para ingreso a un máster de Ciencias de la Computación. El curso se diseña como respuesta a las necesidades formativas detectadas en años anteriores y se plantea como curso enteramente online. Dieciocho estudiantes participan en el curso, tutelados por un profesor. A través de la propuesta formativa se p…
Primary and secondary teachers’ conceptions of assessment
Assisting learning in e-assessment
This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of…
Teachers’ conceptions of assessment
Online questionnaires use with automatic feedback for e-innovation in university students
Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic…
The challenge of inclusive dialogic teaching in public secondary school
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, whic…
Parents’ beliefs about assessment
The viewpoint of parents has been scarcely studied in classroom assessment research. We address this research gap by examining parents’ beliefs about assessment in the context of Finnish basic education (grades 1–9). A socioculturally oriented framework is developed to study the beliefs of parents. With this newly formulated framework, we qualitatively analyse parents' open-ended responses based a large-scale questionnaire study (N = 622). Our fi…
Synchronous self-assessment
We present a qualitative study of four cases of university instructors (teacher educators) implementing synchronous self-assessment (SSA). SSA consists of an innovative assessment strategy during written exam situations, which highlights the students’ voice and agency, giving it greater weight in the power balance traditionally established between instructors and students in classroom assessment practices. In this article, we focus on the effects…
Pedagogy (7 works) · Psychology (7 works) · Mathematics education (5 works) · Sociology (5 works) · Student Assessment and Feedback (5 works) · Formative assessment (4 works) · Teacher Education and Leadership Studies (4 works) · Computer Science (3 works) · Educational assessment (3 works) · Humanities (3 works)