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

Zusammenfassung

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.