Aprendiendo de las experiencias de evaluación entre iguales en los trabajos de Fin de Máster

Abstract

Lately, we are witnessing changes and innovations in the assessment and evaluation systems and processes (Boud, 2006) that grant a higher prominence to students. This theoretical framework wants to be implemented through the European Higher Education Area. To promote students participation and involvement in the assessment process there needs to be an increasement of strategies such as self-assessment, peerassessment and co-assessment. Following Ibarra and Gómez (2007) we consider these type of practices directly connected with learning opportunities since it enhances the competences development and the students commitment with their own learning process. In this context, a review of this strategy is presented. The main conclusions obtained with regards to the validity and reliability of peer assessment in a Masters’ thesis are shown. The validity is understood as the similarity between the assessment done by students and the ones done by teachers. On the other hand, we understand reliability as the coincidences in marking between students. The presented experience is part of an experimental study: EvalDOC6, research project which aims to identify good practices in the training of researchers. With this study, some conclusions on peer- assessment are obtained. Specifically to know if peer-assessment promotes the ability of students to establish coherent evaluations.