Abstract:

The report presents the results of innovation projects carried out by the author during the academic year 2012-2013, focused in peer-assessment (see [1]) during the teaching and learning processes. The projects have been applied in the first level subjects “Mathematics applied to Edification I” and “Mathematics applied to Edification II” of the Edification Science and Technology Degree offered by the University of Seville, having been focused on creating a challenging communication environment (from the view point of teaching and learning processes) and promoting team working in a broad sense, emphasizing group interaction and also individual responsibility.

The projects have been designed for a group of approximately 40 students, the majority of them signing on for the above mentioned subjects not for the first time.

Our approach enables students to have more capacity of autonomy and responsibility together with more reasoning abilities. The students have been engaged through the (qualitative, not quantitative) evaluations of presentations or results of their classmates.

The results have been positively evaluated by the participants. One of the main topics of further work consists in adding some other constructive alternative evaluation technique, for instance the interviews.

References:
[1] S. Lindblom-Ylanne, H. Pihlajamaki, T. Kotkas: Self-, peer- and teacher-assessment of student essays, Active Learning in Higher Education vol. 7 no. 1, 51-62 (2006)

Keywords:

Peer-assessment, cooperative learning, innovation projects.