Peer Definition

lilen gomez
Professor in Philosophy

Co-evaluation is the judicious process of evaluating learning that is carried out mutually between students who share studies in common. Through evaluation, the knowledge learned and developed in a given period is estimated, based on certain previously established objectives.

cooperative evaluation

In the co-evaluation, both students (peer analysis) and students and their teachers can participate, as well as it can be done individually or in groups. The co-evaluation process begins in such a way that each student is part of the definition of the learning objectives, making decisions as an active subject with their own interests and needs, which make their participation significant in the definition of those.

In turn, students are also part of determining the evaluation criteria. Thus, it not only implies the final closure of the process, but several previous stages that make it up. It is not, then, a point of arrival, but, mainly, a starting point from which a learning itinerary to be followed is traced.

The peer assessment can be complemented with instances of self-assessment, in which students can reflect on their own learning process.

Limitations of Traditional Assessment

In recent years, traditional assessment has become the subject of discussion in the field of Educational Sciences, highlighting the central importance of student learning over teacher teaching. The participation of the students in the evaluation processes allows to overcome the limitations that an evaluation centered on the figure of the teacher presents, whose correlate is the qualification, in which that one is exhausted.

To the extent that students are involved in the evaluation of their own learning, as a result, there is a greater stimulus and greater motivation in learning itself. Simultaneously, the peer evaluation also enables an assessment on the part of the student towards the teacher and a reflection by the latter on their own teaching practices. In this way, a constant review of the teaching and learning process is promoted, which favors its improvement.

Peer Assessment Benefits

Bearing in mind that an assessment system should not only measure cognitive skills, but also assess procedural and attitudinal content, peer-assessment would be a relevant method in this regard, because it includes other skills in addition to cognitive ones, namely the ability to set goals. and strategies to achieve them, reflection on one’s own work, communication skills and appreciation of the work of others, to mention a few examples.

In the co-evaluation, the need to attend to the way in which the relationships within the group affect the analysis that is carried out among the students is put into play, in such a way that the process involves a series of edges and complexities that are canceled in the traditional assessment. The capacity for careful criticism and fair self-criticism become essential to carry out the process in a group, in such a way that the acquisition and development of skills that foster responsibility and commitment of students with the subject are favored; but, at the same time, mutual respect and autonomy are also promoted as values ​​that transcend the space of the educational institution and that are valuable for daily life in the context of a community. In this sense, attentive listening to other voices, the acceptance of different opinions and the respectful, clear and precise communication of one’s own ideas, become central attitudinal learning that is necessarily put into practice under this type of evaluation methodology.

References

López-Pastor, VM, González Pascual, M. and Barba Martín, JJ (2005) Student participation in assessment: self-assessment, co-assessment and shared assessment. Tandem. Didactics of Physical Education, (17), 21-37.

Gessa Perera, A. (2011) Co-assessment as a complementary methodology for learning assessment. Analysis and reflection in university classrooms. Education Magazine, 354, pp. 749-764.

Carrizosa Prieto, E. and Gallardo Ballestero, JI (2015) Self-evaluation, Peer-evaluation and Evaluation of learning. Paper presented at III Conference on teaching Law and ICT.