La calificación compartida en la coevaluación ¿existen motivos para desconfiar?

  1. Miguel Angel Gómez Ruiz
  2. Victoria Quesada Serra
  3. Jaione Cubero Ibáñez
Actas XVIII Congreso Internacional de Investigación Educativa: interdisciplinariedad y transferencia (AIDIPE, 2017)
  1. María Esperanza Herrera García
  2. María José Rodríguez Conde
  3. Susana Olmos Migueláñez
  4. Fernando Martínez Abad
  5. Eva María Torrecilla Sánchez
  6. Juan Pablo Hernández Ramos
  7. Patricia Torrijos Fincias
  8. José Carlos Sánchez Prieto
  9. Adriana Gamazo García
  10. Francisco José García Peñalvo
  11. Antonio Miguel Seoane Pardo
  12. Valentina Zangrando
  13. Alicia García Holgado
  14. Felicidad García Sánchez
  15. Juan Cruz Benito

Publisher: Asociacion Interuniversitaria de Investigacion Pedagógica (AIDIPE)

ISBN: 978-84-697-4106-1

Year of publication: 2017

Pages: 2009-2018

Congress: Congreso Internacional de Investigación Educativa (AIDIPE) (18. 2017. Salamanca)

Type: Conference paper


Co-assessment can be understood as the joint revision and evaluation by faculty and students of the learning demonstrated by the latter. Co-assessment is the least frequently used and the least well-known of the three types of participatory assessment (Quesada, Rodríguez & Ibarra, 2016). However, it offers significant benefits such as self-regulation of student’s learning, among other aspects. One of the main concerns when implementing co-assessment practices that include the marking and grading of the tasks is that, since they are established together with the student, the tasks might be overrated. This study shows a co-assessment experience developed with second-year undergraduate students where 56 group tasks were assessed and graded collaboratively. The aim of the study is two-fold, on the one hand it aims to evaluate the validity of the grades and on the other, to analyse whether the grades obtained through co-assessment are higher than the grades that the faculty would award on his own. The results show that there is a high correlation between the co-assessment grades and those of the faculty. Likewise, no significant difference has been found.