Abstract:

This work presents the experience on the student’s perception on the system of distribution of marks proposed by Hortigüela. (2017) and Perez-Pueyo et al., (2014) in the framework of formative evaluation, and moreover, their proposals of improvement. This experience has been carried out for several years in 2 courses of the Faculty of Sciences in the University of Burgos. In both courses a number of procedures are applied based on the participation of the students in the evaluation process and in their own final mark.

The main objective in this type of system is to try to solve the consequences of what is known as the "stowaway effect" in the working team that generates problems that avoid the harmonious development of the teamwork. In that sense, the system tries to eliminate also the initial rejection of students to the fact of having to accept that the score of the final work is identical for all the team regardless of the effort made by each member, which generates a sense of injustice.

From the beginning of the course the procedure and the defined criteria regarding the distribution of marks are well established and explained. When the teaching and learning process ends, the assessment made by the students is that they have learn the contents in a better way and, especially, the fairer qualification obtained by each member of the team.

Although a priori, our experience is in general satisfactory regarding the students’ perception of the system applied and in the results obtained, in our own evaluation surveys that are carried out to the students once these courses are finished, it has been observed that there is a room for improvement based on students’ proposals and opinion.

Keywords:

Teaching improvement, assessment, teamwork.