ON THE PERFORMANCE AND PERCEPTION OF UNIVERSITY STUDENTS PLAYING THE ROLE OF ASSESSORS. TECHNOLOGY TEACHERS IN FORMATION AS CASE OF STUDY

D. Airado-Rodríguez1, F. Cañada-Cañada1, M.D. Víctor-Ortega2, M.A. Dávila-Acedo1, D. González-Gómez1, J.S. Jeong1

1University of Extremadura (SPAIN)
2University of Granada (SPAIN)
It is a fact that implying the students in the assessment of their peers allows them to understand the goals of the assignment, and the goals of assessment. In this communication, the main results of a peer-assessment experience carried out with future technology teachers are presented. The experience has been carried out with a group of postgraduate students of the subject “professional activities and work orientation in the field of technology”. The assignment further assessed consisted on the preparation of oral presentations about didactic tours in the field of technology. A scoring rubric was developed in order to assist the assessment process. The performance of the scoring rubric has been statistically stated.

On the other hand, the students’ perception of the peer assessment experience was studied through the analysis of their emotions. A list of both, positive and negative emotions, was provided to the students and they were asked to explain whether they felt them or not while assessing their peers. Additionally, the same emotions were measured to the students, as public speakers, immediately after making their oral presentations. Statistical analysis of the results reveals important differences in the emotions that the students feel like assessors or speakers (assessed).