La coevaluación como metodología complementaria de la evaluación del aprendizajeanálisis y reflexión en las aulas universitarias

  1. Gessa Perera, Ana
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2011

Issue Title: La formación práctica de estudiantes universitarios: repensando el Practicum

Issue: 354

Pages: 345-346

Type: Article

DOI: 10.4438/1988-592X-RE-2011-354-019 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Important changes are happening in higher education right now. It must be understood that these changes depend also on there being a change in evaluation criteria and strategies, as part of a skills-based education focusing on student's work. Co-assessment, in combination with other methodological strategies, is looked at as an interesting complementary alternative for evaluating certain university student skills. This paper analyses and reflects upon the fitness of joint teacher/student assessment for evaluating certain skills developed by university students in the teaching/learning process. For this analysis, the authors applied this methodology together with alternative evaluation methodologies to assess learning in a group of business administration students at the University of Huelva, Spain. The goal was to find a way of making different methods of evaluating student learning compatible with one another, applying co-assessment to assess some student skills, through the assessment of papers written by groups of students and presented in class. This experience enabled the authors to place another focus on evaluation, a focus based on improving student learning. It was noted that students were greatly interested in participating in the project (Over 70% of the students who had enrolled in the course were interested in participating). The results of the learning assessment were interesting, too; a closeness was found between the students' assessments and the teacher's assessment, and it was found that the students' academic achievement improved, as did the evaluation of the teaching provided. With this evidence, the authors reaffirm the need for a reconceptualisation of assessment to include new approaches in a learning-oriented environment.

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