L. Garmendia1, A. Santamaría1, I. Bidaguren1, J.T. San-José1, J.M. Blanco1, R. Sancibrian2

1University of the Basque Country UPV/EHU (SPAIN)
2University of Cantabria UC (SPAIN)
The introduction of the Bologna process into the universities led to significant changes in the teaching-learning process. Since 2010, the University of the Basque Country UPV/EHU has invested a great deal of effort and it is promoting active teaching methodologies. Among others, a cooperative and dynamic teaching-learning model (IKD model) was developed, and the Project based methodologies respond to this model. The positive aspects of the methodology are well known and they have been demonstrated by different authors in the last years. However, the difficulty arises when groupal participation of individual students has to be evaluated, as no all the students present the same degree of involvement.

This paper is focused on the need to develop an objective and fair assessments of students when participating in groupal activities. For this aim, a methodology to assess individual students contributions by the peer evaluation of the group members was developed. A case study was implemented in different degrees and subjects of the Construction Engineering area and through different evaluation conditions. The outcomes of the different casuistry allowed authors to identify the problems of the group performance so the assessment methodology allows to establish necessary actions for its improvement.