Laura Pons Seguí

• Doctor of Education
• Part-time teacher at University of Barcelona

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence w...

This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The resul...

Global Teacher’s Key Competences Framework (GTKC) created throught a sistematic review of Teachers Competences and validated by Chinese-European mixed team and by external experts. It is available in English, Spanish and Chinese. Visit the project website: tkcom.eu

Se analizan las experiencias relativas a la evaluación de aprendizaje contenidas en actas de innovación docente de los años 2011-2015, con el objetivo de conocer sobre qué aspectos de la evaluación se está innovando y a qué ámbitos de conocimiento pertenecen. Con este propósito se han establecido seis hipótesis en base a la literatura previa y, par...

The growing concern in classrooms over the increase in disruptive behaviour and its management poses the need to investigate the teaching competences that can help teachers to promote self-regulation of behaviour (SRB) among children. This requires an inclusive approach that understands behaviour in a holistic way, taking into account the whole con...

Se presenta una experiencia de evaluación entre iguales en la que participan 173 estudiantes y 12 profesores de 4 asignaturas desarrolladas en 3 universidades. Se analiza el tipo de feedback dado por los pares, la percepción de su utilidad por parte de los estudiantes, la motivación que genera y su grado de aplicación a ulteriores tareas. Los resul...

Catálogo de estrategias de feedback que, tras una revisión de alcance, sistematiza algunas prácticas de feedback en educación superior organizadas tanto por fases como por instrumentos. Se ha realizado en el marco del proyecto "Análisis de los efectos de la provisión de feedack soportado por tecnologías digitales de monitoreo sobre las competencias...

Guía para implementar estrategias de feedback favorecedoras de una evaluación formativa

Assessment literacy is a key ability to be fostered in higher education due to its role in lifelong learning. There are several ways of developing this ability, one of them being peer feedback. For this reason, this study focuses on the impact of peer feedback and assessment criteria engagement strategies on the development of student teachers’ ass...

En la actualidad se dispone de varios marcos relativos a la competencia digital docente, estableciendo niveles de desarrollo tanto instrumental como metodológico. En algunos casos, la confección de estos marcos ha sido elaborada de forma colegiada por universidades y administración pública y/o con la participación de diversos agentes. Por lo tanto,...

Content and Language Integrated Learning (CLIL) is an educational approach that has been fostered as a way to increase students' foreign language competence. However , its implementation has not always come along with the sufficient teacher training. This study aims to examine CLIL teachers' competences and identify what training needs pre-service...

Guide for designing feedback practices in Higher Education http://hdl.handle.net/2445/158466

This paper presents a peer to peer assessment experience. It is an experience with 59 students of the subject named "Educational System & School Organisation" of the Primary Education Bachelor's Degree at the University of Barcelona. In the last years a change in feedback paradigm has been stated. The feedback is understood not only as the informat...

El objetivo de este trabajo es analizar si la implementación de procesos de evaluación entre iguales orientados a la autorregulación, siguiendo los pasos establecidos por Panadero, Jonsson y Strijbos (2016), afecta a la mejora del feedback. Se planteó una tarea con dos fases de entrega. Ambas debían ser evaluadas entre iguales. La apropiación de lo...

En este capítulo se describe la importancia de fortalecer el juicio evaluativo de todos los estudiantes. En el marco de la sociedad del conocimiento y el aprendizaje a lo largo de la vida esta es una capacidad imprescindible. Comprender los criterios que hacen que un trabajo sea de calidad y aplicarlos sobre las propias ejecuciones (y, si procede,...

Content and Language Integrated Learning (CLIL) is an educational approach that has been fostered as a way to increase students’ foreign language competence. However, its implementation has not always come along with the sufficient teacher training. This study aims to examine CLIL teachers’ competences and identify what training needs preservice la...

En el contexto catalán se ha constatado un aumento de la demanda y uso de servicios infanto-juveniles de salud mental (Blay, 2017). Esto, juntamente con las evidencias internacionales, pone de manifiesto la necesidad de un abordaje escolar inclusivo de la situación. Una vía para dar respuesta a la problemática social es a través de la formación ini...

Peer-assessment is a strategy to develop students’ evaluative judgment (Boud et al., 2018) and self-regulation capacity (Panadero et al., 2018). However, students need to understand and appropriate the task’s aims and assessment criteria to provide quality feedback (Carless & Boud, 2018). This contribution is framed within the project “XXX” in whic...

Lluch, L, Pons-Seguí, L., Cano, E. (2019). La formación del juicio evaluativo como elemento básico de la competencia de aprender a aprender: El impacto de los criterios de evaluación. En. F.J. Murillo y C. Martínez-Garrido (Eds.), Actas del XIX Congreso Internacional de Investigación Educativa. Volumen III. Diagnóstico y Evaluación Educativa (pp. 4...

Jardí, A., Pons-Seguí, L., Lluch, L., Alguacil, L. (2018). La percepción de los estudiantes de magisterio respecto al uso del aula taller de Moodle para la evaluación entre iguales. In Carrera, F.X., Martínez, F., Coiduras, J.L. (Eds.), Actas EDUcación con TECnología: Un compromiso social. Aproximaciones desde la investigación y la innovación. (pp....

Experiences related to assessment of learning included in teaching innovation proceedings from 2011-2015 are analysed with the aim to know what assessments elements are innovated and what fields of knowledge these innovations belong to. For this purpose, six hypotheses have been established based on previous literature and, to verify them, proceedi...

Analysis of what type of feedback pre-service teachers provide to their peers.

The design of the Research project "Analysis of the influence of the assessor and assessee roles in the feed-up, feed-back and feed-forward processes and their impact on academic performance" (reference REDICE16-1460) and the innovation project "P2P4L2L (Peer to Peer for Learning to Learn)" (reference 2016PID-UB / 024) are presented. This project a...

The design of the Research project "Analysis of the influence of the assessor and assessee roles in the feed-up, feed-back and feed-forward processes and their impact on academic performance" (reference REDICE16-1460) and the innovation project "P2P4L2L (Peer to Peer for Learning to Learn)" (reference 2016PID-UB / 024) are presented. This project a...

El objetivo de esta comunicación es analizar la percepción del estudiantado sobre el impacto de la evaluación entre iguales en su proceso de aprendizaje y en el desarrollo de competencias. En el marco de un proyecto de innovación docente, los estudiantes (n=39) tenían que evaluar tres versiones del trabajo de un igual a través del Aula Taller. Los...

Content and Language Integrated Learning (CLIL) approach has entailed new challenges for the teaching practice. However, pre-service education has not always given an answer to these challenges. For this reason, the objective of this communication is to present the design, implementation and initial results of an intervention proposal for the devel...

Presentació del Projecte d’innovació docent P2P4L2L

The design of the innovation project XXX (XXX) (referència XXX) is presented. This project aims to incorporate peer review practices (peer to peer) to promote the development of the cross-curricular competence learning to learn. The innovation consists precisely in students assessing the work of their classmates through Moodle’s ‘Workshop’. It is e...

Lluch, L.; Fernández, M.; Pons, L.; Cano, E. (2017). Competencias profesionales de los egresados universitarios: estudio de casos en cuatro titulaciones. Qurriculum. Revista de Teoría, Investigación y Práctica Educativa, 30, 49-64. Disponible en: http://publica.webs.ull.es/upload/REV%20QURRICULUM/30%20-%202017/Revista%20Qurriculum%2030%20(2017).pd...

«Professional competences of university graduate students: a case study in four degrees». What characterizes, among other things, EHEA, are curricular designs that consider not only academic knowledge and specific competencies, but also knowledge generated because of social and work demands and soft skills (normally more valued by employers). This...

Giné, N., Pons, L. (2016). Lugares de encuentro para llegar más lejos. La rúbrica como instrumento de coavaluación. Comunicación presentada a: III Congreso Internacional CoRubric 16, 13-15 de Octubre 2.016, Universidad de Málaga, España. https://www.youtube.com/watch?v=ZoCsZTdm7Lg

In higher education context, it is important to stimulate feedback and students’ self-regulation. Shute (2007) ensures that giving a formative feedback means to communicate information to the students to change their thinking or behavior in order to improve their learning. This improvement through constant feedback has been the basis of the experie...

This chapter is about how peer-assessment through a social network, twitter, impacts on students learning process and competencies development

Presentation about the results obtained in my master thesis

This study is part of the project “Design, implementation and evaluation of proposals of sustainable feedforward” (reference REDICE2014-966) funded by the Institute of Education Sciences of the University of Barcelona. The project aims at designing and applying practices of feedforward in different degrees and Spanish universities that participate...