Towards Visual Literacy with Graduate Students: Narrative of Experiences with Photovoice
DOI:
https://doi.org/10.15359/rep.17-1.12Keywords:
evaluation of education, formative evaluation, pedagogical evaluation, student evaluationAbstract
Photovoice is a assessment tool that relies on the use of images and narrative for the teaching, learning, and evaluation of graduate students. This document aims to recover the learning experience of students for the improvement of postgraduate teaching and took place during the 2019-2020 semester. The experience was designed to be conducted during 16 sessions at a qualitative evaluation seminar with five graduate students in Pedagogy. The SHOWED methodology was the presentation of photovoice’s at the end of each session to represent the significant learnings of revised qualitative learning assessment readings. The activity was concluded through a dossier in electronic and individual format that includes the best photovoice presented during the course. A self-assessment tool was designed to strengthen student performance throughout the course. The final work was reviewed with a rubric and the evaluation perspectives between the teacher and the students were discussed. The results show that students consider photovoice an innovative peer-assessment and self-assessment strategy with the use of the rubric: photovoice is a didactic resource that promotes visual literacy and digital narrative in graduate students.
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