Abstract:

The evaluation is a very important task in the teaching learning processes as it is well known. The European Higher Education Area has forced the Spanish University to combine the classical evaluation with a continuous evaluation system, which was not so usual in the Spanish higher education system. It seems reasonable that the evaluation method will mainly depend on the number of students per course, but also on the course of the student. In the first years of the degrees the evaluation system, due to the huge number of students will be the preparation of test, but in the master the evaluation system can be different.
In this work we present the differences observed using different methodologies for the evaluation in a research master. The methodologies applied have been the classical evaluation by the teacher based on the continuous interaction with the students, and the evaluation of the works presented, the peer-evaluation, which means that the other students evaluate the works they are presenting, and the teacher accepts the evaluation made by these students. The other option presented here is the co-evaluation, which means a combination of both, the students makes their evaluation from the works presented, and the teacher evaluates both the works and the evolution of the students.
The optimum method seems to be the co-evaluation since it forces the rest of the partners to pay attention, and to try to improve themselves, but the evaluation of the teacher usually is based on more objective aspects.

Keywords:

Master, evaluation, co-evaluation.