Abstract:

Introduction:
Teaching has evolved, moving away from passive models where students simply receive information, towards approaches that emphasize active participation, reflection, and constructive feedback. In this context, digital technologies in higher education offer valuable opportunities to foster engagement, collaboration, and immediate responses that support skills development. Tools like Padlet facilitate more horizontal learning dynamics, allowing students to take an active role in their own learning and that of their peers. Based on this potential, this educational innovation project seeks to implement a peer assessment system using Padlet, enabling students to provide anonymous, real-time feedback through collaborative digital walls.

Methodology:
The project is implemented in the laboratories of the Clinical Assessment and Intervention course of the Psychology Degree, where students perform role-playing exercises that simulate professional situations involving therapist and patient roles. To evaluate the effectiveness of the innovation, a comparative design with two conditions was established: innovative and traditional format. In a set of laboratory groups, the innovative methodology integrates peer assessment using a Padlet wall organized into sections on patient performance, therapist performance, general evaluation, and areas for improvement. These contributions are reviewed in class and complemented with a feedback summary from the instructor. In the remaining groups, the traditional methodology is maintained, relying on verbal feedback from teachers and students without digital tools. Group allocation was carried out through a systematic randomization procedure to ensure comparability and minimize selection bias. The impact of the innovation will be examined through an opinion questionnaire administered at the end of each session, gathering information on satisfaction, perceived learning, usefulness of feedback, and recommendation of the methodology. The results of both groups will then be compared to identify differences in learning and satisfaction indicators. The main objective is to implement a digital peer assessment system using Padlet to promote active participation during role-playing activities. This methodology seeks to strengthen students' ability to identify strengths and weaknesses, both their own and those of their peers, encouraging self-reflection and constructive feedback. It also aims to evaluate the impact of this tool on satisfaction, perceived learning, and engagement. Finally, the project aims to consolidate this system as part of the course structure, contributing to educational quality and the integration of innovative methodologies in higher education.

Preliminary results:
The project is currently in the implementation phase and is expected to conclude in December 2026. Preliminary results show that the innovative group, composed of nineteen students (N=19), reported higher satisfaction levels, with an average score of 8.78 out of 10 and a standard deviation (SD) of 0.85. In contrast, the traditional group, consisting of thirty students (N= 30), obtained an average score of 7.58 and an SD of 1.57, indicating lower satisfaction and greater variability in students’ experiences.

Conclusions:
The preliminary results are promising for the implementation of the tool, although the final analysis will offer more detailed and reliable information on the comparison between groups.

Keywords:

Peer assessment, educational innovation, digital tools, active learning.