<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872024000200221</article-id>
<article-id pub-id-type="doi">10.21814/rpe.32964</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Assessment co-creation mediated by technology and its relation to university students' agency and self-regulation: The professors' perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[Co-criação da avaliação mediada pela tecnologia e seu relacionamento com a autorregulação e a agência do estudante universitário: A perspetiva dos professores]]></article-title>
<article-title xml:lang="es"><![CDATA[Cocreación de la evaluación mediada por tecnología y su relación con la autorregulación y agencia del estudiante universitario: La perspectiva docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana Martel]]></surname>
<given-names><![CDATA[Jennifer Saray]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Garcias]]></surname>
<given-names><![CDATA[Adolfina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Balearic Islands University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872024000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872024000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872024000200221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Assessment co-creation is emerging with increasing frequency in co-designing learning practices in technology-enhanced learning environments in higher education. Thus, the objective of this study is to analyse whether these practices are related to students&#8217; self-regulation and agency. Therefore, a qualitative multi-case study from a phenomenology perspective was conducted. To collect data, six professors were interviewed (four female and two males) following a semi-structured approach in order to gain their perceptions of their experiences in the assessment co-creation process and their views on the relationship of this process to students&#8217; self-regulation and agency. To analyse the data, a deductive coding method was followed using the data analysis tool Atlas.ti. The findings show that from the professors&#8217; points of view various relationships exist between the assessment co-creation mediated by technologies and students&#8217; self-regulation and agency. Interviewees perceived that assessment co-creation activated both students&#8217; agency and their self-regulation skills. From the results, it is suggested that assessment co-creation can enhance students&#8217; self-regulation in all its phases but mainly in terms of forethought. Similarly, students&#8217; agency seems to be boosted by the co-design process, highlighting the effect on the individual dimension. Accordingly, and related to the more developed areas of students&#8217; self-regulation and agency, motivation seems to increase while co-creating.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A co-criação da avaliação está emergindo progressivamente na co-conceção de práticas de co-desenho em ambientes de aprendizagem melhorados pela tecnologia no ensino superior. Assim, o objetivo deste estudo é analisar se estas práticas estão relacionadas com a autorregulação e a agência dos estudantes. Por conseguinte, realizou-se um estudo qualitativo de casos múltiplos com uma perspetiva fenomenológica. Para obter os dados, foram entrevistados seis professores (quatro do sexo feminino e dois do sexo masculino), seguindo uma abordagem semi-estruturada, a fim de obter as suas percepções sobre a sua experiência no processo de co-criação da avaliação e seus pontos de vista sobre a relação deste processo com a autorregulação e a agência dos estudantes. Para analisar os dados, foi adotado um método de codificação dedutivo utilizando a ferramenta de análise de dados Atlas.ti. Os resultados mostram que existem vários relacionamentos entre a co-criação da avaliação mediada pelas tecnologias e a autorregulação e agência dos estudantes desde o ponto de vista dos professores. Os entrevistados consideraram que a co-criação da avaliação ativou as capacidades de agência e de autorregulação dos estudantes. A partir dos resultados, conclui-se que, na perpetiva dos participantes, a co-criação da avaliação pode melhorar a autorregulação dos estudantes em todas as fases, mas, particularmente, na fase de antecipação. No mesmo jeito, a agência dos alunos parece ser reforçada pelo processo de co-desenho, destacando o efeito na dimensão individual. Por conseguinte, e em relação às áreas mais desenvolvidas da autorregulação e da agência dos alunos, a motivação parece aumentar durante a co-criação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La cocreación de la evaluación está emergiendo progresivamente en las prácticas de codiseño educativo en entornos de aprendizaje mejorados por la tecnología en la educación superior. Así pues, el objetivo de este estudio es analizar si estas prácticas están relacionadas con la autorregulación y la agencia de los estudiantes. Para ello, se ha realizado un estudio cualitativo multicaso con una perspectiva fenomenológica. Para obtener información sobre el proceso de cocreación mediado por tecnologías y su relación con la agencia y la autoregulación del estudiante, se entrevistó a seis profesores (cuatro mujeres y dos hombres) siguiendo un enfoque semi-estructural; mientras que para analizar los datos se utilizó un método de codificación deductiva a través de Atlas.ti. Los resultados muestran que, desde la perspectiva de los profesores, existen diversas relaciones entre la cocreación de la evaluación mediada por tecnologías y la autorregulación y agencia de los estudiantes. Los entrevistados perciben que la cocreación de la evaluación activa tanto la agencia como la autorregulación de los estudiantes. A partir de los resultados, se puede concluir que la cocreación de la evaluación puede mejorar la autorregulación de los estudiantes en todas sus fases, pero principalmente en la fase de planificación. Del mismo modo, la agencia de los estudiantes parece verse potenciada por el proceso de codiseño, destacando el efecto sobre la dimensión individual. En consecuencia, y en relación con las áreas más desarrolladas de la autorregulación y la agencia de los estudiantes, la motivación también parece ser aumentada durante el proceso de cocreación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Co-Creation]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Self-Regulation]]></kwd>
<kwd lng="en"><![CDATA[Agency]]></kwd>
<kwd lng="en"><![CDATA[Higher Education.]]></kwd>
<kwd lng="pt"><![CDATA[Co-criação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[Agência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior.]]></kwd>
<kwd lng="es"><![CDATA[Cocreación]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Autoregulación]]></kwd>
<kwd lng="es"><![CDATA[Agencia]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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