Feedback Experiences To Improve The Continuous Assessment: The Use Of Twitter As An Emerging Technology

Under the European Higher Education Area (EHEA) it is necessary to insist on assessment for learning and working on proposals to improve feedback provided to the student. So that this feedback is not just an end in itself, it is interesting to employ mechanisms to ensure that the feedback provided is useful for learning and used in the future tasks of students. From this perspective, the aim of this article is to design learning tasks and continuous assessment activities to provide information to students so they can apply it in their future academic pursuits. Specifically, this article features the experience in of the compulsory subjects of the Degree in Teaching in which the use of Twitter has been proposed as a learning activity mediated by peer review processes where the students had to give constant feedback to their colleagues about the quality of their tweets. The results of this work show a significant difference between student perceptions of the feedback received from their peers and the feedback that they themselves provided. According to the students, their own feedback had a clearer intention of improving learning.