Resumo

DE LA TORRE-LASO, Jesús. Evaluative feedback for group work as a tutorial action strategy at universities. Educación [online]. 2019, vol.43, n.1, pp.509-521.  Epub 01-Jun-2019. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v43i1.30062.

Tutorial action as part of educational development has become a requirement of the new European Higher Education Area (EHEA). Given this context, the intent of feedback between the faculty and students is to contribute to the teaching-learning model. Group work has also become another didactic tool which instructors do not generally assess through a qualitative analysis. This study probes at the perception of Occupational Therapy students who attended a required course at the University of Salamanca in Spain, with regards to tutoring feedback as a learning strategy for group work. In order to analyze this further, a cross-cutting study was conducted during two consecutive years with students enrolled in the course. The results revealed that using this type of tutorial action to provide feedback is a positive method for reporting on lessons learned. The conclusions and shortcomings of the study are also presented.

Palavras-chave : Tutorials; Feedback; Learning.

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