<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000100013</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación didáctica: flipped classroom in history of schooling]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic assessment: flipped classroom in history of schooling]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nadal Masegosa]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La clase invertida o Flipped Classroom, ha tomado un papel protagonista dentro de la relevancia otorgada a las metodologías activas tanto en las revistas de alto impacto, como en las enseñanzas universitarias relacionadas con la educación, e igualmente, en los másteres de formación del profesorado, resulta un tema recurrente. En la actual investigación, se narra una experiencia vivida en la asignatura de History of Schooling, inmersa dentro del Doble Grado de Educación Primaria y Estudios Ingleses, de la Universidad de Málaga, España. Atendiendo al estado del arte en primer lugar, se establecen unos objetivos fundamentales, siguiendo la metodología no solo del aula invertida, sino también de un curso de Formación de Personal Docente e Investigador, para ejecutar una evaluación que sea realmente didáctica de los hechos previos, durante el desarrollo, y posteriores al aula invertida, con unos resultados realmente prometedores, en el caso evaluado. La evaluación didáctica del aula invertida en la enseñanza de historia de la escuela, es el principal objetivo de este trabajo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Flipped Classroom has taken a leading role within the relevance given to active methodologies both in high-impact journals and in university training related to education, and also in the master's degrees in teacher training is a recurring theme. In the current research, an experience lived in the subject of History of Schooling, immersed within the Double Degree of Primary Education and English Studies, of the University of Malaga, is narrated. Attending to the state of the art in the first place, fundamental objectives are established, following the methodology not only of the inverted classroom, but also of a training course for Teaching and Research Staff, to execute an evaluation that is really didactic of the previous facts, during the development, and after the Flipped Classroom, with really promising results, in the case assessed. The didactic assessment of the Flipped Classroom in the teaching of history of schooling is the main objective of this paper.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Flipped Classroom]]></kwd>
<kwd lng="es"><![CDATA[Historia de la educación]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Flipped Classroom]]></kwd>
<kwd lng="en"><![CDATA[History of education]]></kwd>
<kwd lng="en"><![CDATA[Active methodologies]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
</kwd-group>
</article-meta>
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