articipation of students as evaluators. A study in university degrees in the arts
The implementation of self-assessment and peer evaluation among students is still limited in university studies, and this has contributed to doubts about their validity and reliability. Evaluation systems based on clear rubrics can favor the elimination of some of these pitfalls. In this paper we an...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/58289 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58289 |
| Access Level: | acceso abierto |
| Palabra clave: | Self assessment Peer review Headings Higher education Art Autoevaluación Evaluación por pares Rúbricas Educación superior Arte |
| Sumario: | The implementation of self-assessment and peer evaluation among students is still limited in university studies, and this has contributed to doubts about their validity and reliability. Evaluation systems based on clear rubrics can favor the elimination of some of these pitfalls. In this paper we analyze the influence of these evaluation environments with the support of rubrics in the progress and learning results obtained in the preparation of projects by students who have recently begun to study Fine Art, Conservation and Restoration, and Art History. The results showed statistically significant differences between the students who took responsibility for the evaluation and those who did not. Consequently, a positive impact of the use of rubrics is inferred, and the fact that this impact is significantly increased when its use is accompanied by self-assessment or peer review. |
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