D. Airado-Rodríguez1, M.D. Víctor-Ortega2, F. Cañada-Cañada3

1University of Jaén (SPAIN)
2University of Granada (SPAIN)
3University of Extremadura (SPAIN)
Evaluation is one of the key elements of the teaching-learning process. Preservice teachers need to be involved in the evaluation processes during teacher training, since this practice is closely related to the development of educational skills. In this study the main results of a peer evaluation experience are presented. The research work was carried out with 116 fourth-year University preservice teachers. Sample selection followed a non-probabilistic convenience sampling. The assessed activity consisted of an oral presentation in groups of 3-4 students, about a recreational physics activity for kids. During oral presentations, each group was evaluated by both the teacher and the rest of their classmates. Both the peer-assessment and the evaluation by the teacher were developed through an analytical rubric composed of eight items to be evaluated from 1 to 5. In order to verify the effectiveness of the assessment rubric, Pearson's correlation coefficient was calculated between the scores of the teacher and the peer-assessment ones. It was also carried out the study of the correlation between the teacher's scores and peer-assessment for each item considered in the assessment rubric, which allowed to verify that the rubric worked very well for objective items, but its performance was weaker for items with greater subjective component, such as originality and quality, or for the item "scientific basis" due to the lack of scientific background in students. It is important to highlight that the preservice teachers perceived that peer-assessment enhanced the quality of learning and provided constructive feedback in learning process. Finally, students were asked about the emotions they felt while assessing their peers and while presenting their works and both emotional profiles were analysed.