Abstract:

In the context of an education system based on competencies and focused on student work, assessment is seen as an essential element in promoting teaching and learning quality at university level. The term Learning Oriented Assessment (LOA) is one of several which have been used in recent years with a similar purpose in mind: to develop a form of assessment whose primary purpose is to promote learning. This is achieved through a system of continuous assessment based mainly on three aspects: actively involve students in the process of evaluating their own work, promote their evaluation capacity and guide their own process of learning.

The aim of this paper is to present an experience of cooperative evaluation, designed in the framework of the LOA, which have combined strategies and assessment tools with digital resources offered by learning management systems (Moodle). The experience has been developed in a course of Business Statistics offered by the Universidad Complutense Madrid Students were organized in groups of three. They had to choose two non presential work activities: elaboration of a glossary in a certain topic and a case study. After publication of their results, each group had to evaluate the quality of their own work.

This system enables collaborative assessment: the student acts as an evaluator agent both of their work (self-assessment) and that of their peers (peer review).

A quantitative study presents overall results of the group of students and analyzes the possible impact of the LOA approach through the comparison with a control group.

Keywords:

Learning-oriented assessment, peer assessment, self-assessment.