Estrategias de evaluación entre iguales y el feedback para la mejora de competencias en la formación de estudiantes de Ciencieas de la Educación

Finantial Entity: 
July 2016 to October 2017

Current curricula in higher education are based mainly on competencies. The objective of the European Higher Education Area (EHEA) is the harmonization of qualifications. From an educational point of view, students require a change on the part of the teaching staff, from a role of teacher as a transmitter of knowledge to a learning facilitator role, giving more prominence to the student in learning.

Current curricula based on competences try to encourage students to acquire skills, abilities and attitudes that they should be able to use in the future, adapting them to real situations in the professional field.

All this has led us to start a project to support innovation in teaching, with the aim of analyzing the role that peer-feedback and feedforward can have on the academic performance of students. In addition, we will also propose evaluation strategies that encourage the participation of students in their learning process.

Competence development through peer evaluation experiences, not only focuses on feedback, but also on feedforward. This means that the comments of colleagues and teachers must have implications for the current task, but also for the development of possible tasks that may be carried out in the future. While the feedback includes comments on the work done, the feedforward includes information that aims to help the student to do similar tasks in the future.

In other words, instead of observing errors to correct them afterwards, trying to anticipate them. In this sense, evaluation becomes the most important tool to develop competences on students.

Consistent with this theoretical basis, the project aims to reinforce the students' process through peer evaluation, with which students can assess the quality of the work they develop throughout the course linked to the transdisciplinary project that takes place during the course.

For this reason, to carry it out, students will make a first version of the work and give and receive peer-feedback. And in a second version of the work we will analyze how each student collects and processes the information that comes to him and to what extent he uses it to optimize the learning processes followed. If the results are successful, it will be a strong argument to defend the introduction of peer evaluation activities as a fundamental learning activity.

Total Budget: 450€

Project members: 

Ingrid Agud Morell (UAB), Rosalina Alcalde Campos (UAB), Aleix Barrera Corominas (UAB), Ricard Benito Pérez, (UAB), Alexis Borras Izquierdo (UAB), Immaculada Buñuel Azor (UAB), Henar González Fernández (UAB), Santi Garriga i Crespi (UAB), Georgeta Ion (Coordinador - UAB), Florencia Kliczkowski Wladimirski (UAB), Lourdes Marzo Ruiz (UAB), José Luis Muñoz Moreno (UAB) & Maria Orta Trepat (UAB)

Campus d'excel·lència internacional U A B