Abstract:

Assessment strategies play a crucial role in the educational process, providing educators with an understanding of student progress, identifying areas in need of reinforcement, and informing teaching practices. But unlike traditional assessment strategies involving questions to be answered and corrected by the teacher, new strategies can involve active student participation (peer assessment) that not only provides a different perspective but also promotes responsibility and critical thinking.

Self-assessment constitutes a strategy to be used in this sense involving reflection by the student on their learning to set goals and evaluate their progress, which leads to metacognition and autonomy in managing their learning process.

Peer assessment is also a valuable strategy for engaging students in the assessment process and promoting critical thinking.

Both strategies can present challenges such as failures arising from a lack of assessment experience, reluctance to self and peer assessment, difficulty in finding the right balance between providing positive and constructive feedback, and difficulties in evaluating individual involvement, among others.

Additionally, there are logistical difficulties in organizing and implementing peer review.

Assigning work for assessment, collecting feedback, and ensuring a fair process requires careful planning as well as tools and virtual learning environments that offer resources to support this process.

To resolve such difficulties, the use of rubrics in peer assessment is an effective practice as it can provide clear criteria, guidance, and consistency in the assessment of work among students. Rubrics help align expectations, ensuring graders focus on the relevant aspects of the work.

Additionally, with the rise of Generative Artificial Intelligence (GenAI) in education, it also becomes imperative to reconsider traditional assessment methods, as GenAI tools can generate human-comparable responses, which may lead to students bypassing, intentionally or inadvertently, the effort required to develop assessment tasks. In this context, assessments that focus on higher-order cognitive skills such as analysis, reflection, and creation, not only engage students in meaningful learning experiences but also present additional challenges to be evaluated.

This article will present a report on active assessment experiences and some existing resources that may be used to enable assessing students' performance as well as allow them to assess their performance and results, as well as their colleague's performance and results. New perspectives on using GenAI will also be presented to help teachers develop authentic assessments.

Keywords:

Assessment, student active participation, peer to peer assessment, rubrics, generative AI.