Evaluación en grupos de manera colaborativa para fomentar una enseñanza de calidad

Résumé

In this paper we present an innovative experience carried on within the framework of the European Higher Education Area (EHEA), specifically at Universidad de Extremadura, in order to define the criteria and recommendations for designing and developing collaborative group evaluation processes. For achieving this, we have developed several co-evaluation, self-evaluation and heteroevaluation cards, so students can participate actively in their own teaching/learning process. We have tested this experience on students for whom the most usual subjects are at least type II and type III, that is to say, they have an average practical percentage. This means that in most of the subjects they do teamwork and it equals at least 30 percent of the final mark. Students that work in teams are collaboratively involved in their own evaluation, so they come to think about the processes that lead to the final goal. For team evaluations the indicators used were (Brown and Glasner, 2010): attendance to team meetings (either virtually or physically), ideas brought to the topics discussed, materials provided, practical contribution within the team cooperative processes, support and motivation of team members and practical contribution to the final product. Finally, as a result we present the opinion of the students who were evaluated through these cards which helped us to improve and contribute to what they call “the most fair”, which is the main comment posted in the subject’s forums.