Designing authentic and meaningful tasks in university assessment remains one of the main challenges in teacher education.
The work by Linda Castañeda, published in RIED, presents an eight-year research experience focused on the design, implementation, and refinement of a final summative assessment task in a transmedia format for Primary Education undergraduates.
Through student-created videos, the goal was not only to assess knowledge but also to foster critical reflection, creativity, and interdisciplinary connections, aligning with the principles of networked learning.
The research adopts an Educational Design Research (EDR) approach and analyzes five iterations of the task, demonstrating how students can deploy high-level cognitive and metacognitive skills when provided with time, clear evaluation criteria, and expressive freedom.
The proposal includes the use of rubrics, integration of academic sources, and an intentional focus on self-regulated learning. Moreover, transmedia narratives —based on diverse expressive resources— emerge as powerful tools for making meaning through assessment.
This study stands as an inspiring example of how to rethink evaluation practices through a critical and innovative pedagogical lens. The results suggest that summative assessment can go beyond mere certification to become a deep, personalized, and situated learning experience.
For researchers in higher education, instructional design, or educational technology, this article offers a strong theoretical foundation and empirical evidence with high potential for citation and replication.
---
How to Cite: 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
