Violación del derecho de acceso a la justicia

Table. Scoring rubrics for tutor feedback performance

1 2 3

Coverage

Whether the feedback referred to the main- and sub-questions

referring to only the main or

to only the sub- question(s)

referring to the main and one of the sub-questions

referring to both main and two sub-questions

Identification of the problems

Whether problems of tutees’ research questions were properly identified For example, a question formulated with a yes/no question is identified as a problem of being NOT FEASIBLE. Then this problem is identified wrongly. Because a yes/no question is not related to whether a question is feasible or not.

only one or two problems were identified or

they were identified incorrectly

half of the problems were identified correctly

two-thirds of the problems were identified correctly

Explanations for the problems identified Whether appropriate explanations were given to the problems identified

no explanation were given for the problems identified or

none of the given explanations matched the problems identified

explanations were given to half of the problems identified and

half of the given explanations matched the problems identified

explanations were given to two-thirds of the problems identified and

half of the given explanations matched the problems identified Suggestions

Whether suggestions for improvements were given to the problems

no suggestion was given for the problems identified

suggestions were given to half of the problems identified

suggestions were given to two-thirds of the problems identified

Affective language Whether two types of affective language were used in the feedback: i) praise, summary or conclusion used to state what has been done well and ii) mitigating language used in identification of

the problems or in suggestions

no affective language is used

simply describing that a research question meets or does not meet a certain criterion

only one type of affective language is used

both types of affective language are used

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A Learning Network is a particular kind of online social network that is dedicated to learning in a particular domain (Sloep, 2009). In Learning Networks, it is expected that learners become active, self-directed learners, and eager knowledge-sharers to solve questions, give advice, participate in discussions, etc. However, while knowledge shar- ing is an important learning activity in Learning Networks, most of the current Learning Networks are ill-equipped with the infrastructure that guides self-organized knowledge sharing (Koper, 2009). This research contributes to answering the question of how to design such an infrastructure.

Earlier, our research team used a software based peer support system to facilitate knowledge sharing on content-related questions. In this study, we wished to find out

In document TRIBUNAL PERMANENTE DELOSPUEBLOS (página 55-59)