Abstract:

In the context of a globalized world, with constant technological and social changes, higher education institutions find the need to modify the current pedagogical models with the aim of adapting the system to the new generations of students, giving them better chances to develop their abilities and competences, both personal and professional [1].

One of the approaches to education from the European Higher Education Area (EHEA) is Student-Centered-Learning (SCL). SCL aims to overcome some of the problems inherent to more traditional forms of education by focusing on the learner and their needs, rather than being centered around the teacher's input. Students are increasingly expected to be autonomous learners, and teachers to use innovative teaching methodologies and develop assessment methods where the students should be completely involved [1].

Peer- and self-assessment have the potential to promote critical thinking, increase students’ commitment to the course, and help learners develop their own self-assessment skills. In addition, peer- and self- assessment can increase self-confidence, responsibility, and an awareness of group dynamics [2]. When students participate in the assessment, it becomes an optimized process of learning, a reflective process where the learners become aware of their own knowledge and goals, while the teacher acts as a facilitator, guiding students towards their cultural and formative objectives [3], [4].

Recently, different peer-assessment proposals related to chemistry education have been developed at IQS School of Engineering. The designed methodology has been focused on oral presentation assessment applied to both undergraduates and master students. In this work, the results of these experiences are analyzed with the aim of systematizing peer-assessment procedures in order to enhance quality in higher education.

Keywords:

Peer assessment, pedagogical model, students protagonism, competencies development, quality in higher education.