Comparative results of peer assessment Vs evaluation supported in rubricas both in undergraduate and master's degree studies

Abstract

[EN] The process to evaluate students is always a committed task. Evaluation can be a way of regulating the student lessons and also a tool to help them to improve. In order to achieve our goal, teaching, learning and evaluation should be aligned, which requires clear criteria and indicators. The use of rubrics as an evaluation tool allows the establishment of impartial and clear indicators. In addition, the rubrics promote formative evaluation, which is very interesting to treat evaluation as one more formative activity. In the described framework of a learning-oriented evaluation, peer assessment, is to be evaluated by one's own peers. The process encourages active learning in the students and become the protagonists of their own learning process. With the aim of achieving this formative evaluation, the authors have established peer-to-peer assessment in certain subjects of the different Degrees in Engineering, as well as in the Master's Degree in Engineering, Processing and Characterization of Materials, both taught at the Universitat Politècnica de València (UPV). Specifically, rubrics have been developed to evaluate the oral presentations that students make of their projects, and the same rubric is used both by students for peer evaluation and by the lecturer. The aim of this work is to show the results registered after several years of application of the described evaluative methodology and to compare them in order to obtain conclusions which validate their application in the different formative levels in the field of the universities.