La evaluación entre iguales: estudio de caso en la Universidad de las Palmas de Gran Canaria

Abstract

This paper describes a teaching experience in the use of peer assessment as a tool to promote selfregulated learning and critical thinking while students learn to accept criticism and to express themselves in a constructive way. This experience has been carried out over the last two academic years in the subject Methodology for English as a Foreign Language teaching in the Grade of degree in Modern Languages at the University of Las Palmas de Gran Canaria. The object of this paper is to assess students’ perception of this type of evaluation, and to recognize its advantages and disadvantages, according to the students. A questionnaire, with five open-ended questions, was designed, validated theoretically and in the teaching practice.

The study reveals that most of the students appreciate this experience and remark that peer assessment encourages reflection on their own learning process, favours identification of the evaluation criteria and develops self-criticism. Among the drawbacks students mention fear of their classmates’ rejection, subjectivity when assessing their mates, and unfamiliarity with the evaluation criteria.