Evaluación inter pares. Participar, evaluar, aprender

Abstract

Peer-assessment is one of the assessment strategies that can be successfully used in the active learning process of students of the 3rd Degree in Environmental Sciences of University of Alcalá. The use of peer-assessment of group’s problem solving has expressed a high degree of linear correlation between the assessment of the students and the teachers with notable exceptions that have allowed teachers to identify students who had not acquired the knowledge and try to correct this behavior. This learning-oriented assessment strategy is a tool that gets integrated into the conti- nuum of learning for each student, reinforcing critical thinking and analytical skills and student’s self confidence, as active part in their own learning process. All these skills listed above are necessary for further professional development and are the fundamentals for lifelong learning, an essential element of the European Higher Education Area. The overall student response to this assessment methodology has been very enthusiastic, the teacher’s role, and the responsibility, effort and time required for the correction of problems solved by the working groups has been a challenge faced with strong participation and involvement.