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Leticia Velasco-Martínez
Department of Research and Psychology in Education, Complutense University of Madrid, 28040 Madrid, Spain

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Journal article
Published: 11 September 2020 in Sustainability
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Environmental education plays a fundamental role in the fight against climate change and the transformation towards a more sustainable and environmentally friendly socio-economic model. This study shows how to evaluate the effectiveness of a program for compulsory education students in Spain. The subject of the program focused on the effects of climate change in relation to our consumption model and the generation of waste. A mixed research methodology is proposed that combines a quantitative (10 items on the Likert scale, n = 714) and qualitative approach (category construction and analysis on open-ended questions). A study of the reliability and validity of the measure was carried out through a categorical principal component analysis (CATPCA). The multivariate analysis of variance (MANOVA) correlates the gender and educational level of the students to the learning acquired in the program. For example, the results show how students are convinced that adopting minimal pro-environmental habits (turning off lights and unplugging electronics, choosing public transport to get around, or using solar and wind power to produce electricity) can help mitigate climate change. The conclusions show the difficulties and challenges of education for responsible consumption, emphasizing the development of environmental education programs for reducing the effects of climate change.

ACS Style

Leticia-Concepción Velasco-Martínez; Juan-Jesús Martín-Jaime; Ligia-Isabel Estrada-Vidal; Juan-Carlos Tójar-Hurtado. Environmental Education to Change the Consumption Model and Curb Climate Change. Sustainability 2020, 12, 7475 .

AMA Style

Leticia-Concepción Velasco-Martínez, Juan-Jesús Martín-Jaime, Ligia-Isabel Estrada-Vidal, Juan-Carlos Tójar-Hurtado. Environmental Education to Change the Consumption Model and Curb Climate Change. Sustainability. 2020; 12 (18):7475.

Chicago/Turabian Style

Leticia-Concepción Velasco-Martínez; Juan-Jesús Martín-Jaime; Ligia-Isabel Estrada-Vidal; Juan-Carlos Tójar-Hurtado. 2020. "Environmental Education to Change the Consumption Model and Curb Climate Change." Sustainability 12, no. 18: 7475.

Journal article
Published: 24 July 2019 in Revista Electrónica de Investigación y Docencia (REID)
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. El proyecto descrito en este trabajo tuvo por objeto sustituir determinadas sanciones escolares, fundamentalmente las expulsiones temporales, por la realización de trabajo “al servicio de la comunidad”, a través de la metodología Aprendizaje-Servicio (ApS). Fue aplicado en un centro educativo de Educación Secundaria de Málaga, a lo largo del curso 2016/17, con siete estudiantes. En la evaluación, que incluía aspectos cuantitativos y cualitativos, participaron todos los agentes implicados de manera directa (alumnado objeto del programa y profesionales que han contribuido a su aplicación directa), así como las familias y otros docentes del alumnado participante. En general, los siete estudiantes participantes han evitado la expulsión fuera del centro por medio de su participación en el programa. Los resultados evidencian un impacto muy positivo (disminución de expulsiones, reducción de las consecuencias negativas, colaboración de la comunidad educativa, y mejora de habilidades sociales y de resolución de conflictos por parte de los estudiantes, contando con el papel mediador del profesorado). Una estrategia basada en la prevención y en la mediación puede contribuir, como han mostrado los resultados de este proyecto, a dejar de centrar la atención en la aplicación de medidas disciplinarias y sancionadoras. Las conclusiones del proyecto realizado invitan a pensar que la experiencia, con las necesarias adaptaciones, puede ser transferible a otros de centros de Educación Secundaria. Si se quiere que la intervención sea efectiva y sostenible en el tiempo, la participación y el diálogo de todos los agentes educativos deben ser clave.

ACS Style

Carmen Pilar Cecilia Muñoz; Leticia Concepción Velasco Martínez; Juan Carlos Tójar Hurtado. Aprendizaje servicio como medida alternativa frente a la sanción educativa. Revista Electrónica de Investigación y Docencia (REID) 2019, 1 .

AMA Style

Carmen Pilar Cecilia Muñoz, Leticia Concepción Velasco Martínez, Juan Carlos Tójar Hurtado. Aprendizaje servicio como medida alternativa frente a la sanción educativa. Revista Electrónica de Investigación y Docencia (REID). 2019; (22):1.

Chicago/Turabian Style

Carmen Pilar Cecilia Muñoz; Leticia Concepción Velasco Martínez; Juan Carlos Tójar Hurtado. 2019. "Aprendizaje servicio como medida alternativa frente a la sanción educativa." Revista Electrónica de Investigación y Docencia (REID) , no. 22: 1.

Journal article
Published: 28 June 2018 in MLS Educational Research
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ACS Style

Celia Menéndez-Hernández; Leticia Velasco-Martínez; Juan-Carlos Tójar-Hurtado; Universidad De Málaga. Evaluation of the addiction prevention program “Entre todos”. MLS Educational Research 2018, 2, 7 -26.

AMA Style

Celia Menéndez-Hernández, Leticia Velasco-Martínez, Juan-Carlos Tójar-Hurtado, Universidad De Málaga. Evaluation of the addiction prevention program “Entre todos”. MLS Educational Research. 2018; 2 (1):7-26.

Chicago/Turabian Style

Celia Menéndez-Hernández; Leticia Velasco-Martínez; Juan-Carlos Tójar-Hurtado; Universidad De Málaga. 2018. "Evaluation of the addiction prevention program “Entre todos”." MLS Educational Research 2, no. 1: 7-26.

Journal article
Published: 26 January 2018 in International Education Studies
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Competency-based learning requires making changes in the higher education model in response to current socio-educational demands. Rubrics are an innovative educational tool for competence evaluation, for both students and educators. Ever since arriving at the university systems, the application of rubrics in evaluation programs has grown progressively. However, there is yet to be a solid body of knowledge regarding the use of rubrics as an evaluation tool. This study analyzes the use of rubrics by 150 teachers at 5 Spanish universities. The comparative analysis allows us to determine how these rubrics are being used to assess (or not) competencies. This study examines the educators’ intentions and the pedagogical aspects that are considered in the design and application of rubrics. The results and conclusions may lead to suggestions for improvements and strategies that may be implemented by university professors when creating appropriate competency-based scoring rubrics.

ACS Style

Leticia-Concepción Velasco-Martínez; Juan-Carlos Tójar-Hurtado. Competency-Based Evaluation in Higher Education—Design and Use of Competence Rubrics by University Educators. International Education Studies 2018, 11, 118 .

AMA Style

Leticia-Concepción Velasco-Martínez, Juan-Carlos Tójar-Hurtado. Competency-Based Evaluation in Higher Education—Design and Use of Competence Rubrics by University Educators. International Education Studies. 2018; 11 (2):118.

Chicago/Turabian Style

Leticia-Concepción Velasco-Martínez; Juan-Carlos Tójar-Hurtado. 2018. "Competency-Based Evaluation in Higher Education—Design and Use of Competence Rubrics by University Educators." International Education Studies 11, no. 2: 118.

Conference paper
Published: 18 October 2017 in Proceedings of the 5th International Conference on Mobile Software Engineering and Systems
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ACS Style

Leticia Velasco-Martínez; Juan-Carlos Tójar. Construction of a questionnaire to know the transparency in the evaluation of the learning of Engineering students. Proceedings of the 5th International Conference on Mobile Software Engineering and Systems 2017, 23 .

AMA Style

Leticia Velasco-Martínez, Juan-Carlos Tójar. Construction of a questionnaire to know the transparency in the evaluation of the learning of Engineering students. Proceedings of the 5th International Conference on Mobile Software Engineering and Systems. 2017; ():23.

Chicago/Turabian Style

Leticia Velasco-Martínez; Juan-Carlos Tójar. 2017. "Construction of a questionnaire to know the transparency in the evaluation of the learning of Engineering students." Proceedings of the 5th International Conference on Mobile Software Engineering and Systems , no. : 23.

Journal article
Published: 01 February 2017 in Procedia - Social and Behavioral Sciences
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ACS Style

Leticia C. Velasco-Martínez; Frida Díaz-Barriga; Juan-Carlos Tójar. Acquisition and Evaluation of Competencies by the Use of Rubrics. Qualitative Study on University Faculty Perceptions in Mexico. Procedia - Social and Behavioral Sciences 2017, 237, 869 -874.

AMA Style

Leticia C. Velasco-Martínez, Frida Díaz-Barriga, Juan-Carlos Tójar. Acquisition and Evaluation of Competencies by the Use of Rubrics. Qualitative Study on University Faculty Perceptions in Mexico. Procedia - Social and Behavioral Sciences. 2017; 237 ():869-874.

Chicago/Turabian Style

Leticia C. Velasco-Martínez; Frida Díaz-Barriga; Juan-Carlos Tójar. 2017. "Acquisition and Evaluation of Competencies by the Use of Rubrics. Qualitative Study on University Faculty Perceptions in Mexico." Procedia - Social and Behavioral Sciences 237, no. : 869-874.

Conference paper
Published: 02 November 2016 in Proceedings of the Fourth International Conference on Animal-Computer Interaction
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The defining, implementation and assessment of competencies are challenges for new undergraduate and Master's degrees which must respond to current education demands. The use of rubrics in universities is considered an instrument of innovation and educational change that transforms assessment practices, both for students and educators. Furthermore, new education, focusing on the development of student competencies, implies a profound modification, not only of assessment approaches, but also of the approach towards education, instruction and teaching. Since their appearance in the university environment, the application of competencies in assessment systems has progressively grown. But, there is yet to be a solid body of knowledge providing evidence of the use of rubrics by educators as assessment instruments. In this study, rubrics have been analysed in 50 educators from the engineering departments of distinct Spanish universities. The rubrics used represent a wide variety of courses and university centres. A comparative analysis allows us to determine how these rubrics are being used (or not) to assess competencies. To do so, the type of works and tasks to which they are applied has been revealed, as well as the technical and pedagogical aspects that are considered by the educators in their design. The results and conclusions allow us to detect the educational needs of the teaching staff that hopes to use rubrics to assess competencies.

ACS Style

Leticia- Concepción; Leticia Velasco-Martínez; Juan- Carlos; Juan-Carlos Tójar. Analysis of the use and design of rubrics in competency assessment in engineering degrees. Proceedings of the Fourth International Conference on Animal-Computer Interaction 2016, 177 -183.

AMA Style

Leticia- Concepción, Leticia Velasco-Martínez, Juan- Carlos, Juan-Carlos Tójar. Analysis of the use and design of rubrics in competency assessment in engineering degrees. Proceedings of the Fourth International Conference on Animal-Computer Interaction. 2016; ():177-183.

Chicago/Turabian Style

Leticia- Concepción; Leticia Velasco-Martínez; Juan- Carlos; Juan-Carlos Tójar. 2016. "Analysis of the use and design of rubrics in competency assessment in engineering degrees." Proceedings of the Fourth International Conference on Animal-Computer Interaction , no. : 177-183.