INTRODUCING PEER-ASSESMENT METHODS IN A FIRST YEAR LINEAR ALGEBRA COURSE

Motivation of students is one of the strategic tools in the context of the new European Higher Education Area. It might enhance the interest of the students in their learning process, and so promote the significant learning, which is the ultimate goal to be achieved. This is particularly important in subjects that traditionally are considered as difficult, such as Mathematics. The relevance of this discipline in other areas is clear, such as for instance Physics. But, unfortunately, students sometimes perceive Mathematics as an obstacle in their studies.

Previous experiences show that peer-assessment can be a rather motivating activity, in which students can not only get involved in their learning process, but also in that of their classmates. Development of critical sense (specially to one self’s work) is another positive consequence of this activity.

In this talk we shall present a current experience that is being held in a first year Linear Algebra course in a Physics degree (Universidad de Oviedo, Spain). Peer-assessment has been introduced in a weekly-based session. We shall present the structure and content of these problem-solving sessions, where peer-assessment is produced. We shall comment on actual opinions on the students, and also the final results obtained from the experience, in terms of success rates.