Influencia de la evaluación entre pares consensuada en la precisión de las autoevaluaciones

Resumen

This paper analyzes the impact of the peer evaluation process on the accuracy with which the student is able to self-evaluate his work. The purpose of this analysis is to discern whether the modality of peer evaluation to which the student is exposed (individual correction, in pairs or in trios) affects his self-assessment ability. For this, a quasi-experiment is presented at the Universi- dad de Castilla-La Mancha. The study used a sample of 82 first year students of the Computer Engineering de- gree. The students were divided into three groups (A1, A2, B1). Then, they were asked to complete three as- signments. In each one they evaluated their classma- tes with a different peer evaluation modality. Additio- nally, before beginning each evaluation, the students self-assessed their own work. Likewise, the students reassessed themselves after evaluating their classma- tes. The teacher’s grade of those same assignments was used to calculate the accuracy of the self-assessment. Finally, differences in student accuracy were analyzed before and after participating in the peer review pro- cess. The results show that the peer evaluation moda- lity applied does not significantly affect the accuracy of the students when evaluating their own work.