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Article

English, Spanish

ID: <

oai:doaj.org/article:f2af1b4ca6174a708154098b73d8114c

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Peer evaluation and self-assessment with headings: case of study at the level of primary education

Abstract

This work seeks to analyse the extent to which learners are able to assess their own learning and those of their peers (peer evaluation and self-assessment) through the heading, knowing standards and evaluation criteria proposed by teachers in the design, design and development of project evaluation. This way of assessing and self-assessing in the New European Higher Education Area presupposes that the learner takes a more active role in the teaching process and that the assessment itself serves as learning in the achievement of professional competences. Thus, the use of new technologies in self-regulated evaluation processes enables the learner to achieve optimal, effective and quality performance both in the proposal of content and in the development of content before the group, considering the act of evaluation as a process of improvement and learning, using tools such as the heading that favours ‘full evaluation’; this study was carried out in the academic year 2011-2012, over two semesters with different core subjects (theory and policy of early childhood education and towards an inclusive school: models and practices) and with identical groups (1° children’s grade group A-experimentation group – and 1° child grade group B-control group).This work sets out the results of peer evaluation and self-assessment through the implementation of projects, where students evaluate their peers and self-evaluate, comparing the results with the assessment carried out by the group teacher and each learner individually. ABSTRACTPeer assessment and self-evaluation with erubrics: a case study in the Degree in Early Childhood Education.This paper analyses the outcomes of which are possible to assess their own learning and that of their peers (peer assessment and self-evaluation) through erubrica, standards and evaluation criteria proposed by the Faculty in the configuration, design and development of project evaluation. This type of evaluation and self-assessment presumes in the New European space of Higher Education that students take a more active role in the learning process and the evaluation will serve in fostering the knowledge of professional skills. How the use of new technologies in self-regulatory assessment processes accors the student to achieve optimal, effective and quality performance in the proposed content, as well as in the development of them before the group, considering the act of evaluation as a process of image and learning through tools as the erubrica that is in favour of the ‘all assessment’; which is, the assumption of all core competences.This study has been driven out in the academic year 2011-2012, for two semesters with different core outputs (theory and child education policy and towards an including school: patterns and practices) and with identical groups (Group 1, 1st step of infant A as the experimental group; and Group 2, 1st step of infant B, as the control group).This paper explanations the results of peer evaluation and self-evaluation through the implementation of projects, where students evaluated their peers and evaluated topics by comparing the results with the assessment made by the teacher with their groups and each individual situation.

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