Fomento del razonamiento crítico mediante la evaluación cruzada: estudio de casos en asignaturas de ciencias
[EN] The peer-reviewing process fosters the participation of students in class by means of the evaluation of the activities carried out by their colleagues. In order for this procedure to be successful, it is necessary to introduce the activity and motivate it properly, as well as to define detailed...
| Autores: | , , , , , , , , , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/190891 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/190891 |
| Access Level: | acceso abierto |
| Palabra clave: | Peer-review Self-assessment Critical Thinking Moodle Evaluación cruzada Autoevaluación Razonamiento crítico |
| Sumario: | [EN] The peer-reviewing process fosters the participation of students in class by means of the evaluation of the activities carried out by their colleagues. In order for this procedure to be successful, it is necessary to introduce the activity and motivate it properly, as well as to define detailed and specific evaluation rubrics which gather all the learning goals. This study summarizes and analyses several peer-reviewing application cases performed during Sciences courses with the aim of detecting common patterns and differences between them. After comparing the grades obtained by following this process and reviewing several surveys about it, it can be concluded that, although some marginal discrepancies exist between the scores given by the professor and the students, their involvement in the evaluation process has a positive impact in their perception of the learning level and the adequacy of the evaluation system. In this way, the students are able to identify by themselves the strong and weak aspects of their work, which results also in an increase of their critical thinking. In addition, the final grade does not depend only on the criterion of the professor, but also on the interpretation of several previously established criteria done by the participants in the activity. |
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