In group work it will be requested a peer assessment of group work and self-assessment individually, depending on the contribution of each student. This is to measure interpersonal relations, teamwork, the ability to integrate, problem solving, decision making, ethical commitment, initiative and entrepreneurship, critical and self-critical, and so on.
To carry out the simulation, students are allocated to groups. Within each group will be formed teams consisting of 3-4 students, one of whom will act as team leader. Once the groups are constituted within each of them, it will not be allowed to change freely from group or team, but with a good cause the exchange of one student by another will be possible, with an adequate notice to the teacher, and with his approval The simulations are the most appropriate procedure to acquire a direct engagement with the identity, professional development and ethical teaching. This subject will be implemented through a role-playing, where each participant becomes a role that corresponds to the real professional life. The simulations were recorded in video in addition to the direct registration. Students in this area will have to design a practical class (previously supervised by the teacher) and put it into practice. It will be measured through an assessment instrument of observation. Information will be collected through four sources:
- The teacher as expert observer.
- Students participating as observers in the classroom. They will be trained in advance.
- Students participating in practice.
- Students holding class (self-monitoring).
The questionnaire will be distributed at the beginning of class to both non-participants observers and the teacher, and after it, the instrument will be provided to students who have conducted the class for self-evaluation and participants observers to value the information received. After completing them, the group will collect the questionnaires for scrutiny, and provide the results to the teacher in a previously prepared sheet. The final assessment of practice will be obtained from the average of all sources of information (teacher, self-assessment, non participant observer and participant observer).
For the design of the practical sessions the students must follow the following guidelines: practices should be structured in three parts (initial, main and final), where their useful time exceed 60% of the total time; give information about objectives and activities contained in; adapt the activities to achieve the objectives and use the appropriate methodology for which they received training; practices must have proper motivation and structuring and organization of student groups, and a coherent use of material and space; an highly interactive action in developing activities.