Application of self-evaluation and co-evaluation on learning processes
Keywords:
aprendizaje, autoevaluación, coevaluación, enseñanza, evaluationAbstract
One of the important points within the evaluation is who performs it, long ago it was understood that the evaluation always came from an external instance to the evaluation, which was usually the teacher. Self-assessment is when the student is evaluated, while co-evaluation is when the group evaluates in a reciprocal way, encouraging participation, critical and constructive reflection, identifying achievements and shortcomings within the process of Learning. This article aimed to identify the application of self-assessment and co-evaluation in learning processes, where the research was of exploratory type, the scientific method was applied, synthetic analytical, gave as end result that teachers know the importance of these evaluative practices, because of situations of conformity, monotony, and fear of causing enmities with students do not use them.
Downloads
References
Avila-Salas, F., Sandoval, C., Caballero, J., Guiñez-Molinos, S., Santos, L. S., Cachau, R. E., & González-Nilo, F. D. (2012). Study of interaction energies between the PAMAM dendrimer and nonsteroidal anti-inflammatory drug using a distributed computational strategy and experimental analysis by ESI-MS/MS. The Journal of Physical Chemistry B, 116(7), 2031-2039. https://doi.org/10.1021/jp2069122
Bordelois, M. I., Mustelier, J. J. B., & Zevallos, I. V. (2018). The career self evaluation in improving the quality of higher education. International Journal of Social Sciences and Humanities, 2(1), 84-91. https://doi.org/10.29332/ijssh.v2n1.87
Díaz, F. Hernández. (2010). Teaching Strategies for Meaningful Learning. Mexico, McGraw-Hill Interamerican Editorial .
Figueira, MEM, González, FT, & Rivas, MR (2013). The rubric as an instrument for self-assessment: a pilot study. REDU: Journal of University Teaching , 11 (2), 373.
García Gajardo, F., Fonseca Grandón, G., & Concha Gfell, L. (2015). Learning and academic performance in higher education: a comparative study.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning to students’ speaking ability. International Journal of Linguistics, Literature and Culture, 4(3), 1-14.
López, MSF (2017). Evaluation and learning. MarcoELE: Journal of Spanish Foreign Language Teaching , (24), 3.
Macías, EIP, Cedeño, HAC, & Chávez, GMR (2018). Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities. International Research Journal of Management, IT and Social Sciences , 5 (2), 120-128.
March, AF (2010). The learning-oriented evaluation in a model of skills training in university education. REDU: Journal of University Teaching , 8 (1), 11-34.
Migueles, AR, & Yulcerán, AH (2014). Demystifying some biases of self-assessment and co-evaluation in student learning. REXE Journal of Studies and Experiences in Education , 13 (25), 13-31.
Montes de Oca Recio, N., & Machado Ramírez, EF (2011). Teaching strategies and teaching-learning methods in Higher Education. Medical Humanities , 11 (3), 475-488.
Mora, MM, Espinosa, MR, & Delgado, MR (2018). Approach of Processes for the Distribution of Economic Resources in Public University of Ecuador. International Research Journal of Management, IT and Social Sciences , 5 (1), 25-35.
Núñez, FC, & Urquijo, AQ (2012). Importance of evaluation and self-evaluation in academic performance. Near zone: magazine of the Institute of Higher Studies in Education , (16), 96-104.
Pastor, VML, Pascual, MG, & Martín, JJB (2005). Student participation in the evaluation: self-assessment, co-evaluation and shared evaluation. Rev. Tandem Teaching Educ. Fís , 17 , 21-37.
Rodríguez, HDJD, Limón, JAG, Pisfil, ML, Torres, DV, & Exume, JCD (2015). Learning styles: a diagnostic study in the university center of economic-administrative sciences of the U of G. Journal of higher education , 44 (175), 121-140. https://doi.org/10.1016/j.resu.2015.09.005
Sanmartí, N. (2007). 10 ideas clave: Evaluar para aprender. Coleccion ideas clave (España).
Velázquez, LG, & Velazquez, MDRG (2016). Peer evaluation and co-evaluation in students and university teachers: a training experience to boost the educational model. International Journal of Developmental and Educational Psychology. INFAD Journal of Psychology. , 2 (1), 501-508.
Wiske, M. S., Franz, K. R., & Breit, L. (2006). Teaching for Understanding with technology. Enseñar para la comprensión con nuevas tecnologías (No. Sirsi) i9789501255119).
Published
How to Cite
Issue
Section
Articles published in the International Journal of Linguistics, Literature and Culture (IJLLC) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJLLC right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJLLC can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJLLC volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.
