Peer evaluation and co-evaluation in university students and teachers: a formative experience to promote the educational model

Abstract

A key issue to ensure the quality of the learning processes in higher education is undoubtedly the gradual transformation of educational practices according to the established in the new institutional Educational Model. In this study, the results of a joint training experience are presented through workshops and evaluation in pair assessment and co-evaluation involving 43 teachers and 93 students from 10 bachelor degrees in a Mexican university. Following an experience valuation questionnaire was applied to teachers and students with the purpose to know their opinions related to the aspects that influenced to assume the roles and competencies required to perform this type of evaluation such as collaboratively and jointly responsible work, problem solving, ethics values and respect and to create safe emotional environments. Data show that both teachers and students recognize the educational benefits of this type of evaluation, however there are important differences in their actual incorporation into the classroom as students still have fear of retaliation by the teacher and they doubt the ability of students to evaluate them and the time required to do so.