Laia Lluch Molins
Biographic Data
| ID | 7722181 |
|---|---|
| NAME | Laia Lluch Molins |
| GIVEN NAMES | Laia Lluch |
| FAMILY NAME | Molins |
| SIGNATURE | MOLINS L L |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-7288-2028 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The self-regulatory paradox of learning analytics: Student expectations and the conditions for fair algorithmic assessment in higher education
Learning Analytics (LA) are increasingly positioned as tools to foster self-regulated learning (SRL) in higher education. As assessment-related data are progressively processed, interpreted, and acted upon through algorithmic systems, the fairness, transparency, and perceived legitimacy of these systems depend not only on their technical design but on whether students recognise themselves as agents within them. Yet students’ own expectations rega…
Uso de herramientas del Campus Virtual para la evaluación de competencias durante la pandemia
En el curso 2020-2021, la situación producida por la pandemia hizo que la educación superior adoptase modalidades de enseñanza híbridas que pueden consolidarse en la época post-pandemia ajustando aquellos aspectos que se implementaron por la urgencia de un cambio sobrevenido pero cuyo sentido pedagógico puede ser revisado. Se presenta un estudio en el que se analiza la satisfacción, la frecuencia de uso y la utilidad percibida de las herramientas…
Evaluación de competencias en entornos de docencia híbrida
Conocer cuáles fueron las prácticas de evaluación aplicadas en el curso 2020-2021 desde la lógica de la docencia online resulta de interés, debido a que este traslado a entornos online puede consolidarse y convivir con la enseñanza presencial. A partir de la explotación de los datos obtenidos en dos cuestionarios diseñados ad hoc que fueron respondidos por docentes (n=129) y estudiantes (n=265) de la Universidad de Barcelona, se determinó su perc…
Improvement in the quality of feedback as an indication of the development of evaluative judgement
Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. Th…
Online peer assessment in Galenic Pharmacy: Enhancing evaluative judgement in higher education
Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability…
Diseño y validación de un instrumento para la evaluación competencial en el marco del desarrollo profesional docente
This paper presents the process of creating an instrument for assessing teaching competences applicable throughout various professional life cycles. After designing and validating a global theoretical framework of the teachers’ key competences, the steps followed for the construction of the rubrics associated with the various competence levels are detailed, as well as the competence perception questionnaires linked to each of the grades of the sc…
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Diseño y validación de un instrumento para la evaluación competencial en el marco del desarrollo profesional docente
This paper presents the process of creating an instrument for assessing teaching competences applicable throughout various professional life cycles. After designing and validating a global theoretical framework of the teachers’ key competences, the steps followed for the construction of the rubrics associated with the various competence levels are detailed, as well as the competence perception questionnaires linked to each of the grades of the sc…
Uso de herramientas del Campus Virtual para la evaluación de competencias durante la pandemia
En el curso 2020-2021, la situación producida por la pandemia hizo que la educación superior adoptase modalidades de enseñanza híbridas que pueden consolidarse en la época post-pandemia ajustando aquellos aspectos que se implementaron por la urgencia de un cambio sobrevenido pero cuyo sentido pedagógico puede ser revisado. Se presenta un estudio en el que se analiza la satisfacción, la frecuencia de uso y la utilidad percibida de las herramientas…
Evaluación de competencias en entornos de docencia híbrida
Conocer cuáles fueron las prácticas de evaluación aplicadas en el curso 2020-2021 desde la lógica de la docencia online resulta de interés, debido a que este traslado a entornos online puede consolidarse y convivir con la enseñanza presencial. A partir de la explotación de los datos obtenidos en dos cuestionarios diseñados ad hoc que fueron respondidos por docentes (n=129) y estudiantes (n=265) de la Universidad de Barcelona, se determinó su perc…
Improvement in the quality of feedback as an indication of the development of evaluative judgement
Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. Th…
Online peer assessment in Galenic Pharmacy: Enhancing evaluative judgement in higher education
Assessment influences how students define their priorities and their commitment to the learning process. Assessment strategies can empower students to actively engage in metacognitive processes, fostering cross-curricular competencies. Mastery of these competencies not only enhances deep and meaningful learning but also prepares learners for the challenges of the ever-evolving knowledge field. However, developing evaluative judgement, the ability…
The self-regulatory paradox of learning analytics: Student expectations and the conditions for fair algorithmic assessment in higher education
Learning Analytics (LA) are increasingly positioned as tools to foster self-regulated learning (SRL) in higher education. As assessment-related data are progressively processed, interpreted, and acted upon through algorithmic systems, the fairness, transparency, and perceived legitimacy of these systems depend not only on their technical design but on whether students recognise themselves as agents within them. Yet students’ own expectations rega…
Higher Education Teaching and Evaluation (3 works) · Humanities (3 works) · Philosophy (3 works) · Psychology (3 works) · E-Learning and Knowledge Management (2 works) · Educational Innovations and Technology (2 works) · Epistemology (2 works) · Higher education (2 works) · Judgement (2 works) · Medicine (2 works)