La participación del alumno en la evaluación del aprendizaje en la enseñanza superiorUna experiencia en estudios empresariales

Laburpena

The process of convergence towards the European Higher Education Area implies, among other changes, the revision of the teaching-learning procedures used in Spanish universities. It is necessary to understand that these procedures are also related to amend the criteria and evaluation strategies, within the framework of a competency-based education focusing on students' work. In this sense, assessment should not be a measurement of the student performance, but must be a teacher's reflective practice, a quality control over what is done, to make decisions that facilitate the improvement of learning. Hence in recent years it�s speaking of "learning-oriented assessment," which is based on three elements (Alvarez, 2008, p. 246): seeing assessment tasks as learning tasks, involving students in assessment and returning the results of the assessment as a feed-back. In this paper, we focus on the evaluation procedures of learning assessment where the student is implied, becoming part and judge of the assessment process (self- assessment, peer review and peer assessment). They are part of all procedures called "alternative assessment" (Alvarez, 2008, p. 252), which unlike the methods based on the learning measurement or objective evidence, are done through work experience (Leach et al. 2001; Romer, 2002; Welsh, 2002). Specifically, this paper includes an implementation of peer assessment, in which the student is made a partner in the assessment of the skills of classmates, through the valuation of work-related program�s syllabus presented by a team of classmates. We intend to improve the teaching-learning process and identifying those aspects that may hinder it. The results of an experience applied in a group of fourth year students of Bachelor in Business Administration from the University of Huelva are present in this paper. In this experience the peer assessment of some skills and abilities demonstrated by students is promulgated as an incentive to improve motivation and learning support. Logically, to ensure the validity of the results of the initiative, and thus assess the reliability and relevance of it, will be essential to do a comparative analysis of assessments of pupils and the teacher. In this analysis was detected no significant deviations and getting findings relevant to the proper performance of the teaching task.