In the world of initial teacher training, summative assessment has traditionally focused on measuring the achievement of specific competencies in a static and final manner.
However, the study conducted by Linda Castañeda at the University of Murcia proposes an innovative approach through transmedia summative assessment, which aims not only to meet certification standards but also to enrich students' educational experience from cognitive and metacognitive perspectives.
This article presents a detailed analysis of the evolution of a transmedia summative assessment task applied over eight years and five implementation iterations.
The naturalistic design-based research (DBR) approach used in this study allows for the exploration of the integration of diverse expressive media and critical reflection in assessment tasks. Elements such as clarity in communicating learning objectives through rubrics, effective time management, and the complementarity of the media used are highlighted, aligning with the principles of connected learning.
This work not only provides a deep perspective on how summative assessments can be redesigned to enhance student engagement and learning but also discusses how these methods can be adapted to the challenges and opportunities of the contemporary educational environment.
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How to reference this article: Castañeda, L. (2021). Educational Design Research of a Summative Evaluation Task in Transmedia Form for Initial Teacher’s Preservice Training. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 203–224. https://doi.org/10.5944/ried.24.2.29148
